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Factors influencing preservice teachers' intention to use technology: TPACK, teacher self-efficacy, and Technology Acceptance Model

Title
Factors influencing preservice teachers' intention to use technology: TPACK, teacher self-efficacy, and Technology Acceptance Model
Authors
Joo Y.J.Park S.Lim E.
Ewha Authors
주영주
SCOPUS Author ID
주영주scopus
Issue Date
2018
Journal Title
Educational Technology and Society
ISSN
1176-3647JCR Link
Citation
Educational Technology and Society vol. 21, no. 3, pp. 48 - 59
Keywords
Intention to use technologyPreservice teacherTeacher self-efficacyTechnology Acceptance Model (TAM)TPACK
Publisher
National Taiwan Normal University
Indexed
SCOPUS scopus
Document Type
Article
Abstract
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. © International Forum of Educational Technology & Society (IFETS).
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사범대학 > 교육공학과 > Journal papers
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