20.500.12556/DKUM-85576 Differences in chemistry teachers' acceptance of educational software according to their user type an application of extended UTAUT model In this research, a model to determine chemistry teachers' acceptance of educational software in secondary education is proposed. The model extends the unified theory of acceptance and use of technology (UTAUT) model. Data were collected from 556 Czech chemistry teachers and analysed using structural equation modelling. With respect to the significant differences among technology users and various types of nonusers, the research model for each user group was tested too. The results showed significant differences in the individual models for each group of technology user. In the model for "current users" of educational software, the influence of facilitating conditions on current users' use of educational software behavioural intention is stressed. In addition, non-planning users' behavioural intention seems to be influenced by their personal innovativeness in IT, social influence, and performance expectancy. Behavioural intention and attitude towards using educational software affect each of the tested models, with attitudes being an even stronger predictor of educational software usage than behavioural intention. The models contribute to the understanding of teachers' acceptance of educational software, which can be utilized in both pre- and in-service teacher training, considering technology mastery a necessary teacher competence. chemistry teachers' motivation educational software use secondary education technology acceptance motivacija učiteljev kemije uporaba izobraževalne programske opreme srednješolsko izobraževanje sprejemanje tehnologije true false true Angleški jezik Slovenski jezik Znanstveno delo 2023-09-01 15:06:08 2023-09-01 15:06:09 2025-01-09 14:33:57 0000-00-00 00:00:00 2022 0 0 str. 762-787 št. 5 Letn. 21 2022 0000-00-00 Zaloznikova Objavljeno NiDoloceno 2022-07-10 2022-09-08 2022-10-15 37.015.3 128341251 10.33225/jbse/22.21.762 1648-3898 DIFFERENCES_IN_CHEMISTRY_TEACH-Chroustova-2022.pdf DIFFERENCES_IN_CHEMISTRY_TEACH-Chroustova-2022.pdf 1 11C9BDE89CD2C4967792DAB64921E6D0 2cc7cb54b6f8c9bce0b735a4a64cc739da3482506e2c26fccb061ba60085f6ac 48ddad11-48c9-11ee-b9d2-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=171213 http://www.scientiasocialis.lt/jbse/?q=node/1216 0 58b1d2d0-48c9-11ee-b9d2-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=171214 http://www.scientiasocialis.lt/jbse/files/pdf/vol21/762-787.Chroustova_JBSE_Vol.21_No.5.pdf 0 5f9d0e62-48c9-11ee-b9d2-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=171215 Fakulteta za naravoslovje in matematiko 0 0 0