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C. Cachero1, M.D. De-Juan-Vigaray1, E. González Gascón2, P. Barra Hernández3

1University of Alicante (SPAIN)
2Universidad Miguel Hernández (SPAIN)
3Universidad Católica San Antonio de Murcia (SPAIN)
Scratch is a simple yet powerful programming language that has been around for about seven years. It was conceived for the introduction of young people to computing programming.

Since its appearance, more and more teaching institutions have included Scratch in their curriculum, both for the sake of their students and their teaching staff. In Spain, for the last two years an initiative called Gen10s has been going on. This initiative aims at increasing the level of computing literacy through Scratch in schools with children aged 9 to 11 who are at risk of social exclusion. As part of the training program, teachers at these schools have received a 10-hour training on Scratch. In this paper we present an empirical study that answers the question 'What is the intention to adopt Scratch as a teaching tool by teachers in this kind of schools?'. For this purpose we have used a measurement instrument based on the Technology Acceptance Model (TAM). Both the model and the instrument have been validated with many different technologies. Also, in this paper we present some conclusions on what are the main obstacles to the adoption of Scratch for the development of teaching materials in this type of schools.