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A Path Analysis of the Behavioral Intention of Secondary Teachers to Integrate Technology
PROCEEDINGS

, The Bolles School, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This research was designed to investigate the behavioral intention of teachers to develop curriculum-based projects that require students to use technology. The research was a quantitative study design that employed an educational version of the Universal Theory of Acceptance and Use of Technology model. The results were analyzed with a confirmatory factor analysis that identified several factors that contribute to the behavioral intention of the teachers. Social Influences, Effort Expectancy, and Anxiety all emerged as very strong factors. Attitude, Performance Expectancy, and Facilitating Conditions were identified as moderate to strong factors in this study. The identified factors were confirmed, and a path model of the relationships was developed, using partial least squares analysis. Additionally, the influence of several moderators on the relationships was also investigated. The presentation includes suggestions for practice that will be of interest to educational technology leaders.

Citation

McCombs, J. (2012). A Path Analysis of the Behavioral Intention of Secondary Teachers to Integrate Technology. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 3392-3399). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 17, 2020 from .