El modelo de aceptación de tecnología extendida para las tecnologías Web 2.0 en la enseñanza
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El aprendizaje basado en Web 2.0 permite el aprendizaje colaborativo y el intercambio de conocimientos y hace una importante contribución al aprendizaje de los estudiantes. Este estudio amplió el original Modelo de Aceptación de Tecnología (con siglas en inglés TAM) al considerar los efectos de la alfabetización de herramientas, la autorregulación metacognitiva, la norma subjetiva, las condiciones facilitadoras y el apoyo institucional para comprender las intenciones de los futuros maestros de usar la tecnología Web 2.0 en sus cursos. Los datos de la muestra fueron 318 futuros maestros. Los resultados del modelo de ecuaciones estructurales mostraron un buen ajuste para el modelo extendido, lo que indica que la autorregulación metacognitiva y la norma subjetiva tenían una influencia significativa en la facilidad de uso percibida y la utilidad percibida, mientras que el apoyo institucional y las condiciones favorables no se asociaron significativamente con ellos. Además, la facilidad de uso percibida y la utilidad percibida influyeron en la actitud, que a su vez tuvo un efecto significativo en la intención. También la facilidad de uso percibida, la utilidad percibida y la actitud actuaron como mediadores significativos de la intención de comportamiento. El efecto indirecto de la facilidad de uso percibida sobre la utilidad percibida y la actitud, y el efecto indirecto de la utilidad percibida sobre la actitud también fueron significativos. En general, el estudio actual ayuda a los investigadores y profesionales a comprender mejor las intenciones de los futuros docentes de utilizar las tecnologías Web 2.0 en sus cursos.
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