Graduate Thesis Or Dissertation
 

Applying the Technology Acceptance Model to Understand the Intention to Use a CS-based Curriculum

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/2f75rh60q

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  • In the ever-evolving field of computer science (CS) education, the significance of teachers and their backgrounds have often been overshadowed by the predominant focus on students. Teachers in the K-12 often lack the necessary expertise and have limited support provided by existing CS-based curricula. While research on CS education effectiveness grows, limited attention has been given to the factors influencing teachers' adoption and use of CS-based curricula. Previous research has revealed that despite professional development and positive reactions to teaching innovations, curriculum adoption cannot be guaranteed. However, existing studies have primarily concentrated on university-level instructors who possess extensive CS knowledge and a strong passion for teaching it. In this study, we apply the Technology Acceptance Model (TAM) as a framework for understanding and predicting the acceptance and intention to use a CS-based curriculum among secondary mathematics graduate teacher candidates. Our findings highlight the TAM as a valuable tool for evaluating teachers’ intention to use CS-based curricula, enabling informed decision-making for future curriculum developers. Participants who expressed a negative intention to use expressed concerns regarding Teacher Knowledge, Student Understanding, and Student Resources, while those who intended to use emphasized their appreciation for Lesson Plan Content and Lesson Plan Quality. These results can help curriculum developers create more inclusive CS-based curricula that address and support K-12 teachers' diverse backgrounds and lack of knowledge for teaching CS.
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