Technology acceptance model (TAM) is one of the models that is used to explain the acceptance and use of technology with user perceptions and attitudes. Some researchers argued that TAM should include external variables, such as subjective norms, to improve our understanding of the effect of social impact on technology acceptance. The purpose of this study was to investigate the effect of subjective norms on preservice and in‐service teachers’ perceptions, attitudes and behavioural intention to use technology in Turkey. We adopted a multigroup confirmatory factor analysis method to establish measurement invariance across the groups and to investigate the relationships in the research model. The sample consisted of 324 preservice and 517 in‐service teachers. Results revealed that attitude towards computer use was the most dominant predictor of behavioural intention in both preservice and in‐service teachers. Subjective norms had a large total effect on behavioural intention in preservice teachers; however, the same effect was smaller in in‐service teachers. Moreover, subjective norms played an important role in forming an attitude towards technology use in preservice teachers. On the other hand, in‐service teachers considered the usefulness of technology in forming a positive attitude. We discussed the implications of the findings for both theory and practice. Practitioner NotesWhat is already known about the topic Technology acceptance model (TAM) is one of the most widely used models in technology acceptance and use. Acceptance and use of technology by preservice and in‐service teachers are important for an effective integration process in educational settings. Social factors such as subjective norms impact technology acceptance and use behaviours of individuals. What this paper adds An extended TAM helps explain the technology acceptance and use behaviours of preservice and in‐service teachers. Attitude towards computer use is a good predictor of both preservice and in‐service teachers’ behavioural intention to use technology. Preservice and in‐service teachers’ behavioural intention to use technology is affected by subjective norms. Subjective norms’ effect on forming an attitude towards computer use is greater in preservice teachers than it is in in‐service teachers. Implications for practice and/or policy In teacher education programmes, instructors and administrators should require students to use technology in class activities and assignments and during internship practices to increase the possibility of students’ use of technology in their professional life. At schools, administrators and supervisors should mandate teachers to use technology that is easy to use in their classes, but they should also show teachers how technology can benefit their instructional practices. Instructional designers and IT developers should consider the affordances offered by ICT and provide teachers with quality, effective and easily administered user manuals or job aids.
Purpose -The purpose of this study is to assess the efficiency of the technology acceptance model (TAM) to explain pre-service teachers' intention to use technology in Turkey. Design/methodology/approach -A total of 197 pre-service teachers from a Turkish university completed a survey questionnaire measuring their responses to four constructs which explain their intention to use technology: attitude towards computer use, perceived usefulness, and perceived ease of use. A structural equation modeling (SEM) approach was employed for modeling and data analysis. Findings -Results revealed that the TAM is an efficient model to explain the intention to use technology of Turkish pre-service teachers. The proportion of variance explained in pre-service teachers' intention to use technology by its antecedents was 51 percent. In addition, four out of five hypotheses were supported in this study. Overall, the data in this study provided support that the TAM is a fairly efficient model with a potential to help in understanding technology acceptance pre-service teachers in Turkey. Originality/value -The TAM is a well-tested and validated model to explain the intention to use technology. However, information on its cross-cultural validity is limited. This study validated the TAM on a sample of pre-service teachers in Turkey and the results provided initial support for the cross-cultural validity of the TAM.
Distal and proximal associates of academic performance at secondary level: A mediation model of personality and self-efficacy http://researchonline.ljmu.ac.uk/860/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. Abstract -The predictive map for personality-related measures has evolved into distal, proximal and immediate associates of academic performance. This study used distal (Five Factor Model) and proximal (Academic Self-efficacy, ASE) associates with GPA (a specific facet of academic performance) at two time points with secondary level students at sixth form college (N = 106, average age 17 and evenly balanced by gender).Openness, Conscientiousness and ASE were associated with GPA at weak to moderate levels. In a path analysis with ASE as the mediator, the three constructs explained 17% variance on academic performance at time 1 and 42% at time 2 when a direct effect from GPA1 to GPA2 was introduced, with Openness and ASE remaining statistically significant when controlling for GPA1, and all three constructs provided significant indirect effects. Findings demonstrate the salient value of Openness and Conscientiousness, when configured with ASE as the mediator. Findings are applied to the approaches that facilitate learning pathways and support ability processes in achievement.
Purpose The purpose of this paper is to explore the effects of personality traits on teachers’ technology acceptance. Design/methodology/approach To this end, a demographic information survey, Five-Factor inventory, and technology acceptance measure were used for data collection. The data were analyzed via structural equation modeling. Findings According to the findings, conscientiousness has no significant effect on behavioral intention (BI) whereas openness and extraversion have positive indirect effects. On the other hand, agreeableness and neuroticism have negative indirect effects on BI. It was seen that the developed model explains 70 percent of BI, 77 percent of attitude toward use, 42 percent of perceived usefulness, 64 percent of perceived ease of use, and 15 percent of computer self-efficacy (CSE). It was revealed that CSE mediates the indirect effects of different personality traits on these variables. Practical implications In this regard, highlighting the conveniences to be brought by using Tablet PCs and equipping teachers with competencies to use relevant technologies during teacher training and in-service training may be effective in developing BI to use Tablet PCs among teachers. Originality/value The present study is different from previous studies in that it examines more than one technology through more than one measurement, takes personality as the predictor of technology use tendencies, and focuses on causal relationships between technology use and personality.
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