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Factors Influencing Preservice Teachers' Intention to Use Technology: TPACK, Teacher Self efficacy, and Technology Acceptance Model

Educational Technology ＆ Society, 2018-07, Vol.21 (3), p.48-59 [Peer Reviewed Journal]

COPYRIGHT 2018 International Forum of Educational Technology & Society ;COPYRIGHT 2018 International Forum of Educational Technology & Society ;2018. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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Title:
Factors Influencing Preservice Teachers' Intention to Use Technology: TPACK, Teacher Self efficacy, and Technology Acceptance Model
Author: Joo, Young Ju ; Park, Sunyoung ; Lim, Eugene
Subjects: Colleges & universities ; Computer literacy ; Educational research ; Educational Technology ; Effectiveness ; Factor Analysis ; Foreign Countries ; Full Length Articles ; Influence of Technology ; Intention ; Middle School Teachers ; Pedagogical Content Knowledge ; Positive Attitudes ; Preservice Teachers ; Schools of Education ; Secondary School Teachers ; Self Efficacy ; Self-efficacy (Psychology) ; Statistical Analysis ; Structural Equation Models ; Student Attitudes ; Student Surveys ; Student teachers ; Surveys ; Teachers ; Teaching methods ; Technological Literacy ; Technology Acceptance Model ; Technology application ; Technology Integration ; Technology Uses in Education ; Technology utilization ; Undergraduate Students
Is Part Of: Educational Technology ＆ Society, 2018-07, Vol.21 (3), p.48-59
Description: 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.
Publisher: Palmerston North: International Forum of Educational Technology ＆ Society
Language: English
Identifier: ISSN: 1176-3647
ISSN: 1436-4522
EISSN: 1436-4522
Source: Education Resources Information Center (ERIC)
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ROAD: Directory of Open Access Scholarly Resources
ProQuest Central
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Factors Influencing Preservice Teachers' Intention to Use Technology: TPACK, Teacher Self efficacy, and Technology Acceptance Model

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