عناصر مشابهة
Investigating Factors that Influence the Use of YouTube in Teaching Biology in High Schools in Saudi Arabia Based on the Technology Acceptance Model
| المصدر: | المجلة التربوية الدولية المتخصصة |
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| الناشر: |
دار سمات للدراسات والأبحاث
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| المؤلف الرئيسي: | |
| المجلد/العدد: | مج7, ع11 |
| محكمة: | نعم |
| الدولة: | الأردن |
| التاريخ الميلادي: | 2018 |
| الصفحات: | 134 - 139 |
| DOI: | 10.36752/1764-007-011-011 |
| ISSN: | 2226-2717 |
| رقم MD: | 991383 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | English |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| رابط المحتوى: |
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| المستخلص: | With more than one billion users, YouTube is ranked the third most visited website worldwide Hootsuite [1]. Students of the current generation have their unique way of life, which in turn influences the way they learn and develop. It is important for teachers to utilize such technology in the teaching process to meet the digital natives’ needs. The purpose of this study is to investigate the factors that influence the adoption of YouTube in teaching biology in high schools in Saudi Arabia. The technology acceptance model (TAM), was used as the study’s theoretical framework. Data were collected from 109 biology teachers. The results of path analysis showed that behavioral intention significantly influences the actual use of YouTube, teachers’ attitudes toward the use of YouTube in teaching influence their behavioral intention, and perceived usefulness and perceived ease of use both influence teachers’ attitudes. Moreover, the correlational analysis results showed no significant relationship between teachers’ years of experience and their actual use of YouTube in teaching. However, there was a significant relationship between teachers’ efficiency in using classroom technology and their actual use of YouTube in teaching. These results emphasize the importance of educating teachers about the benefits of using YouTube for the current generation of students, and the importance of training courses for teachers in emerging technologies. Highlights TAM predicted 26% of the variance in actual use of YouTube in teaching. TAM predicted 45% of the variance in behavioral intention. Teachers’ attitudes toward the use of YouTube in teaching were influenced by perceived usefulness and perceived ease of use. Teachers’ efficiency in using classroom technology impacts their use of YouTube in teaching. |
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