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Understanding the intention to use technology by preservice teachers: An empirical test of competing theoretical models
Journal article   Peer reviewed

Understanding the intention to use technology by preservice teachers: An empirical test of competing theoretical models

T. Teo and P. van Schaik
International Journal of Human-Computer Interaction, Vol.28(3), pp.178-188
2012
DOI: https://doi.org/10.1080/10447318.2011.581892
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Abstract

The proliferation of technology has provided educational institutions with opportunities to integrate technology into their curriculum. Technology acceptance refers to a user's willingness to employ information technology for the tasks it is designed to support. This study compared the four models (TRA, TPB, TAM, and integrated) to examine which model best helps to predict preservice teachers' intentions to use technology. Data were gathered from 429 preservice teachers from a teacher training institute in Singapore, and structural equation modeling was used to compare the four models in terms of overall model fit, explanatory power, and path significance. The results demonstrate that the models did not differ in explanatory power. Attitude as an independent variable was found to have the greatest impact on the intention to use technology.

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UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education

Source: InCites

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82 Record Views
97 Times Cited - Web of Science

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Collaboration types
Domestic collaboration
International collaboration
Citation topics
6 Social Sciences
6.3 Management
6.3.368 Technology Acceptance Model
Web Of Science research areas
Computer Science, Cybernetics
Ergonomics
ESI research areas
Psychiatry/Psychology
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