Use of blogs for prospective early childhood teachers
DOI:
https://doi.org/10.5944/educxx1.23768Keywords:
Blogs, students, early childhood education, initial training, higher education, learning.Abstract
This study examines those factors which affect the possibility of using blogs as a tool for continued learning by future infant-school teachers. 222 students participated (3 cohorts spread over 13 class groups) who were in basic infant teacher training classes in a Spanish university. The students, following their experience using blogs throughout the course, responded to a self-administered electronic questionnaire that had been previously validated. A model was created underpinned by various constructs which produced relevant hypotheses based on social-cognitive theory and the technology acceptance model. The partial least squares (PLS) method was used to examine the proposed hypotheses, of which ten were accepted. The results indicated that the variables which significantly contributed to students continuing to use blogs to learn were perceived self-efficacy, personal outcome expectations, perceived support for enhancing social ties, along with perceived usefulness, perceived ease of use, attitude and perception of playfulness. The results are discussed and compared with results of other similar research, which allowed the model’s predictive capacity to be replicated and confirmed). Finally, the study provides useful recommendations based on the findings for those teachers who want to use blogs with their university students and want their students to continue using them in their learning.Downloads
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