Faith Chesire, Michael Mugisha, Ronald Ssenyonga, Christopher J Rose, Allen Nsangi, Margaret Kaseje, Nelson K Sewankambo, Matt Oxman, Sarah E Rosenbaum, Jenny Moberg, Astrid Dahlgren, Simon Lewin, Andrew D Oxman
Effects of the Informed Health Choices secondary school intervention: A prospective meta-analysis
Journal of evidence-based medicine
technology incorporated educational systems many countries teaching learning tool contemporary discourse focused prepare teachers utilise technology teaching practice although preservice elementary school teachers united arab emirates women studies yet investigated acceptance preparedness use technology classroom therefore necessary investigate whether training provided preservice special education teachers equips sufficient skills support students disabilities present study used technology acceptance model tam theoretical lens examine factors impact female preservice special education teachers intention incorporate assistive technology teaching students disabilities survey based tam used collect data 138 participants test four study hypotheses regarding data analysis spss amos version 28 software used conduct exploratory factor confirmatory factor path analyses two four hypotheses supported results provide support fourfactor tam structure two predictors perceived ease use computer selfefficacy supporting preservice teachers intention use teach students disabilities classroom teacher educators policymakers consider tam construct preparing preservice teachers effectively support students specifically teacher development stakeholder engagement resources needed optimise learning children disabilities