Teachers and technology: development of an extended theory of planned behavior

Abstract

This study tests the validity of an extended theory of planned behaviour (TPB) to explain teachers' intention to use technology for teaching and learning. Five hundred and ninety two participants completed a survey questionnaire measuring their responses to eight constructs which form an extended TPB. Using structural equation modelling, the results showed that the constructs in the extended TPB were significant in explaining teachers' intention to use technology in their work. Among the constructs in the research model, attitude towards computer use had the largest positive influence on technology usage intention, followed by perceived behavioral control. However, subjective norm had a negative impact on intention. The inclusion of the antecedent variables had also strengthened the ability of the extended TPB model to explain intention. This study contributes to the growing discussions in applying psychological theories to explain behavioral intention in educational contexts.Keywords Theory of planned behavior Á Technology in education Á Teachers Á Technology usage intention Teachers are key to the success of integrating technology into teaching and learning (Zhao et al. 2001). However, users' intentions to use technology are influenced by various factors from personal characteristics to work environments. More specifically, these factors include attitudes toward computer use (Rainbow and Sadler-Smith 2003), perceived complexity (Teo 2009), subjective norms (Teo and Tan 2011) and facilitating conditions (Teo 2011(Teo , 2014. In attempting to measure and to understand the factors that affect a person's intention to use technology, various models and theories have been developed.

Extended Theory of Planned Behavior (ETPB): Investigating Customers’ Perception of Restaurants’ Sustainability by Testing a Structural Equation Model

“…However, although widely used, over the years, the TPB has suffered various criticisms due to its presumed poor predictive efficacy, related, in particular to the use of an insufficient number of variables to explain the reasons pushing individuals to undertake a given behavior in certain circumstances [14][15][16].…”

About Intentions to Donate for Sustainable Rural Development: An Exploratory Study

“…While TPB is useful in its original specification, [1] it was put forth that, after the examination of traditional TPB variables, the TPB can allow additional predictors if these additional constructs can capture a significant proportion of the variance in intention. In fact, the initial TPB model has been criticised throughout its life for insufficient predictive power, criticisms related fundamentally to the use of an inadequate number of variables capable of explaining the reasons that lead individuals to have certain behaviours [12][13][14]. This has led many analysts to modify the original theoretical model by adding to the basic explanatory variables (attitudes, subjective norms and PCB), additional variables that have been shown in some cases to have a certain explanatory capacity such as, for example, "past behaviour", "moral norms", "perceived moral obligation", "perception of ease of use", "capacity to reject" and others [15].…”

Mobile, but Are We Better? Understanding Teacher’s Perception of a Mobile Technology Integration Using the Unified Theory of Acceptance and Use of Technology (UTAUT) Framework

“…The UTAUT has also served as a lens to understand how technology is adopted for technologies such as collaborative tools (Yueh et al 2015), online learning (Lakhal et al 2013;Marchewka et al 2007), and interactive whiteboards (Tosuntaş et al 2015). When exploring behavioral intent to employ technology, variables such as perceived ease of use (Teo 2014), subjective norms (Hao et al 2017), attitudes (Blackwell et al 2013;Teo et al 2016), and facilitation conditions (Wong 2016) have all been found to play a role in how teachers employ technology. Despite the numerous factors of the UTAUT, many studies suggest caution due to the highly contextualized nature of learning technologies integration (ElMasri and Tarhini 2017;Teo 2014;Wong 2016).…”

“…Moreover, much of the extant research on mobile learning has been approached from a higher education perspective (Wu et al 2012). Although studies have begun to explore mobile technologies, less is known about the degree to which these are integrated in classroom contexts (Gunter and Reeves 2016;Nikou and Economides 2017;Teo et al 2016). Ifenthaler and Schweinbenz (2013) further argued that limited research exists regarding how in-service teachers integrate mobile technology in the classroom using the UTAUT framework.…”