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

Computers & Education Volume 52, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

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.

Citation

Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302-312. Elsevier Ltd. Retrieved January 22, 2020 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2008.08.006

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