Factors Influencing Preservice Teachers' Intention to Use Technology: TPACK, Teacher Self-efficacy, and Technology Acceptance Model
Year: 2018
Type: article
Study design: Observational Study
Abstract: This study aimed to investigate structural relationships between TPACK, teacher self-efficacy, perceived ease of use, and perceived usefulness for preservice teachers who intend to use technology, based on the Technology Acceptance Model (TAM). A total of 296 responses from the College of Education from three Korean universities were analyzed by employing the structural equation modeling methods. The results indicated that preservice teachers' TPACK significantly affected teacher self-efficacy and perceived ease of using technology. The teachers' TPACK also positively influenced their perceived ease of using technology and perceived usefulness of technology in the classroom. Finally, teacher self-efficacy, perceived ease of use, and perceived usefulness of using technology affected teachers' intention to use technology. However, TPACK did not directly affect their intention to use technology. Based on the findings, we discuss implications and suggest future research directions for preservice teachers' intention to use technology.
Source: Civil War Book Review
Authors: Young Ju Joo, Sunyoung Park, Eugene Lim
Language: English
Subfield: Information Systems and Management
Field: Decision Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2888728253