Understanding technology acceptance in pre-service teachers: A structural-equation modeling approach

Hdl Handle:
http://hdl.handle.net/10149/92915
Title:
Understanding technology acceptance in pre-service teachers: A structural-equation modeling approach
Authors:
Teo, T. (Timothy); van Schaik, P. (Paul) ( 0000-0001-5322-6554 )
Affiliation:
Teesside University
Citation:
Teo, T. and van Schaik, P. (2009) 'Understanding technology acceptance in pre-service teachers: A structural-equation modeling approach', The Asia-Pacific Education Researcher, 18 (1), pp.47-66.
Publisher:
De La Salle University
Journal:
The Asia-Pacific Education Researcher
Issue Date:
Jun-2009
URI:
http://hdl.handle.net/10149/92915
DOI:
10.3860/taper.v18i1.1035
Abstract:
This study investigated a sample of pre-service teachers' (N=250) self-reported future intention to use technology. The Technology Acceptance Model (TAM) was used as a framework to determine intentions to use computers. This study contributes to the growing number of studies on TAM by demonstrating that perceived usefulness (PU), perceived ease of use (PEU), and attitude toward computer use (ATCU) are significant determinants of behavioral intention (BI). It also expanded TAM by including two variables: subjective norm (SN); and facilitating conditions (FC). Using structural equation modeling, there was a good model fit for both the measurement and structural models. Of the seven hypotheses, five were supported. No significant effects were found of SN on PU, and of ATCU on BI. Overall, the results of this study offer some evidence that TAM is effective in predicting pre-service teachers' technology acceptance.
Type:
Article
Language:
en
Keywords:
facilitating conditions; pre-service teachers; technology acceptance model; trainee teachers; technology; usage; structural equation modeling; subjective norm
ISSN:
0119-5646
Rights:
No publisher policy information on http://www.sherpa.ac.uk/romeo/ [Accessed 24/02/2010]
Citation Count:
0 [Scopus, 24/02/2010]

Full metadata record

DC FieldValue Language
dc.contributor.authorTeo, T. (Timothy)en
dc.contributor.authorvan Schaik, P. (Paul)en
dc.date.accessioned2010-02-24T13:17:01Zen
dc.date.available2010-02-24T13:17:01Zen
dc.date.issued2009-06en
dc.identifier.citationThe Asia-Pacific Education Researcher; 18 (1): 47-66en
dc.identifier.issn0119-5646en
dc.identifier.doi10.3860/taper.v18i1.1035en
dc.identifier.urihttp://hdl.handle.net/10149/92915en
dc.description.abstractThis study investigated a sample of pre-service teachers' (N=250) self-reported future intention to use technology. The Technology Acceptance Model (TAM) was used as a framework to determine intentions to use computers. This study contributes to the growing number of studies on TAM by demonstrating that perceived usefulness (PU), perceived ease of use (PEU), and attitude toward computer use (ATCU) are significant determinants of behavioral intention (BI). It also expanded TAM by including two variables: subjective norm (SN); and facilitating conditions (FC). Using structural equation modeling, there was a good model fit for both the measurement and structural models. Of the seven hypotheses, five were supported. No significant effects were found of SN on PU, and of ATCU on BI. Overall, the results of this study offer some evidence that TAM is effective in predicting pre-service teachers' technology acceptance.en
dc.language.isoenen
dc.publisherDe La Salle Universityen
dc.rightsNo publisher policy information on http://www.sherpa.ac.uk/romeo/ [Accessed 24/02/2010]en
dc.subjectfacilitating conditionsen
dc.subjectpre-service teachersen
dc.subjecttechnology acceptance modelen
dc.subjecttrainee teachersen
dc.subjecttechnologyen
dc.subjectusageen
dc.subjectstructural equation modelingen
dc.subjectsubjective normen
dc.titleUnderstanding technology acceptance in pre-service teachers: A structural-equation modeling approachen
dc.typeArticleen
dc.contributor.departmentTeesside Universityen
dc.identifier.journalThe Asia-Pacific Education Researcheren
ref.citationcount0 [Scopus, 24/02/2010]en
or.citation.harvardTeo, T. and van Schaik, P. (2009) 'Understanding technology acceptance in pre-service teachers: A structural-equation modeling approach', The Asia-Pacific Education Researcher, 18 (1), pp.47-66.en
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