- Title
- A sequential explanatory mixed methods study of primary and secondary school teacher response to video based technology in Jordan
- Creator
- Ajloni, Mosah Sae’ed Saleh
- Relation
- University of Newcastle Research Higher Degree Thesis
- Resource Type
- thesis
- Date
- 2023
- Description
- Research Doctorate - Doctor of Philosophy (PhD)
- Description
- This thesis examined the complex interaction between Technology Acceptance Model (TAM) with Teacher Knowledge Domains (TKD) and Video-Based Pedagogical Responses (VBPR). A sequential explanatory mixed methods design involving 400 survey participants and 24 interviews investigated the impact of teacher background on their knowledge, acceptance and application of video-based technology in primary and secondary schools in Amman, Jordan. Principal Component Analysis of the quantitative data suggested novel subscales for TAM and VBPR. The findings revealed that: A) Teacher acceptance of technology seemed to drive their knowledge and application of video technology.; B) Analysis of participant responses suggests that teacher acceptance comprises both perceptions of the convenience and innovation that technology provides and that teacher application of video technology rests on their confidence to do so.; C) Most elements of teacher background impact their acceptance, knowledge and use of technology but gender, geographical location and school level did not appear as important in this study.; D) The literature provided a theoretical framework composed of published multi-component models (TAM, VBPR and TKD), in which participant responses within this project suggest rest on knowledge and experience of technology and may reduce teacher convenience and confidence to apply innovative teaching strategies.This study is important because the implementation of effective classroom technology is personally, nationally and regionally significant. This study suggests that teacher knowledge and application of technology seemed dependent on their overall attitude and that rests on the confidence that comes from appropriate preparation, reliable access and ongoing support.
- Subject
- technology acceptance model (TAM); principal component analysis (PCA); video-based pedagogical responses (VBPR); teacher knowledge domains (TKD); sequential explanatory mixed methods (SEMM); Jordanian primary and secondary school teachers
- Identifier
- http://hdl.handle.net/1959.13/1492890
- Identifier
- uon:53447
- Rights
- Copyright 2023 Mosah Sae’ed Saleh Ajloni
- Language
- eng
- Full Text
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | ATTACHMENT01 | Thesis | 6 MB | Adobe Acrobat PDF | View Details Download | ||
| View Details Download | ATTACHMENT02 | Abstract | 488 KB | Adobe Acrobat PDF | View Details Download |