Efficiency of the technology acceptance model to explain pre‐service teachers' intention to use technology

Abstract

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.

Teachers’ Technology Acceptance and Usage Situations and the Evaluation of Web Pedagogic Content Knowledge in Terms of Different Variations and the Determination of the Relationship between These

“…Prospective teachers consider internet as an inseparable part of their life both in school environment and outside of it (Yılmaz, 2012) and take advantage of internet for the following purposes; researching (Yavuz-Mumcu & Dönmez-Usta, 2014),downloading data, receiving and sending e-mail, supervising and using databases, website designing for educational purposes, making telephone conversations (Şahin and Schreglmann, 2012), playing games, downloading music and movies (Arabacıoğlu and Dursun, 2015), communicating in social media, on-line purchasing, reading newspaper, determination of destination, transactions of banking and finance . Regarding the technology acceptance and usage situations, the following are emphasized; technology acceptance and usage levels between teachers and prospective teachers are reasonable statistically (Teo, 2015), prospective teachers consider themselves adequate in technology (Çetin, Çalışkan, & Menzi, 2012), user-friendliness perception affects the attitudes of prospective teachers towards usage intention and computer utilization while ease of use perception doesn't affect these attitudes (Teo, Ursavaş, & Bahçekapılı (2011), technology acceptance and usage intention in education don't differ in terms of grade level and sex variables (Efe, 2011;Teo, Fan, & Du, 2015), individual learning experiences with technology are limited (Kontkanen, Dillon, Valtonen, Renkola, Vesisenaho, & Vaisanen, 2014) but they affect educational technology usage intentions (Efe, 2011), and knowledge, ability and confidence deficiencies in technology acceptances affect ICT self-efficacy negatively (Bozdoğan & Özen, 2014).…”

Determinants of Teachers’ Attitudes Towards E-Learning in Tanzanian Higher Learning Institutions

“…Factors found to be influencing teachers' attitudes towards e-learning have being explored in several studies (Chen & Tseng 2012;Karaca, Can, & Yildirim, 2013;Inan & Lowther 2010;Teo, Ursavas¸ & Bahcekapili, 2011;Venkatesh, Morris, Davis, & Davis, 2003;Yilmaz & Bayraktar, 2014). Literature classified factors affecting teachers' attitudes towards a technology into two categories: internal and external factors (Teo 2009;Venkatesh et al, 2003).…”

Effect of Designed In-Service Training to Secondary School Mathematics Teachers Technology Usage Level

“…Literatür incelendiğinde öğretmen ve öğretmen adaylarının teknoloji kullanmayı kabul etmelerini etkileyen değişkenlerin neler olduğunun tespit edilmeye çalışıldığı önemli araştırmalara rastlanmıştır (Teo, 2010;Teo, Ursavaş ve Bahçekapılı, 2011;Kabakçı Yurdakul, Ursavaş, Becit İşçitürk, 2014;Ursavaş, Şahin ve Mcllroy, 2014). Ancak çok az çalışmada araştırmacıların sınıflara girip öğretmenlerin ve öğrencilerin ne yaptıklarını gözlemledikleri fark edilmiştir (Gür, Özoğlu ve Başer, 2010).…”