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A Path Analysis of Pre-Service Teachers' Attitudes to Computer Use: Applying and Extending the Technology Acceptance Model in an Educational Context
ARTICLE

Interactive Learning Environments Volume 18, Number 1, ISSN 1049-4820

Abstract

The purpose of this study is to examine pre-service teachers' attitudes to computers. This study extends the technology acceptance model (TAM) framework by adding subjective norm, facilitating conditions, and technological complexity as external variables. Results show that the TAM and subjective norm, facilitating conditions, and technological complexity were significant determinants of pre-service attitudes to computer use. A multiple square correlation revealed that the proposed model in this study explained 48.7% of the attitude to computer use. Various contributions to research and practice are discussed. (Contains 5 tables and 3 figures.)

Citation

Teo, T. (2010). A Path Analysis of Pre-Service Teachers' Attitudes to Computer Use: Applying and Extending the Technology Acceptance Model in an Educational Context. Interactive Learning Environments, 18(1), 65-79. Retrieved April 21, 2019 from .

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Cited By

  1. Building Digital Learning Culture into Pre-service Teacher Education

    Ismail Guven, Ankara University Faculty of Educational Sciences, Turkey; Yasemin Gulbahar, Ankara University, Turkey

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 261–269

  2. The Role of a Mentor Teacher’s TPACK in Preservice Teachers’ Intentions to Integrate Technology

    Michael Nelson, The Ohio State University, United States

    Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 449–473

  3. The theory of planned behavior (TPB) and pre-service teachers’ technology acceptance: A validation study using structural equation modeling

    Timothy Teo, University of Auckland, New Zealand; Lynde Tan, Nanyang Technological University, Singapore

    Journal of Technology and Teacher Education Vol. 20, No. 1 (January 2012) pp. 89–104

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