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Modelling technology acceptance in education: A study of pre-service teachers

Teo, T.ORCID: 0000-0002-7552-8497 (2009) Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52 (2). pp. 302-312.

Link to Published Version: https://doi.org/10.1016/j.compedu.2008.08.006
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Abstract

The purpose of the study is to build a model that predicts the level of technology acceptance by pre-service teachers at a teacher training institute in Singapore. It examines relationships among variables associated with factors that influence technology acceptance. Data was collected from 475 participants using a survey questionnaire. Employing structural equation modelling, a hypothesized model was tested for model fit in the study. The resulting model is found to have a good fit. Perceived usefulness, attitude towards computer use, and computer self-efficacy have direct effect on pre-service teachers’ technology acceptance, whereas perceived ease of use, technological complexity, and facilitating conditions affect technology acceptance indirectly. These six variables account for approximately 27.1% of the variance of behavioural intention. Perceived usefulness appeared to the strongest determinant of behavioural intention.

Item Type: Journal Article
Publisher: Elsevier
Copyright: © 2008 Elsevier Ltd.
URI: http://researchrepository.murdoch.edu.au/id/eprint/48724
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