Influencing Preservice Teachers’ Intention to Adopt Web 2.0 Services

Abstract This study investigates preservice teachers’ intention to adopt Web 2.0 services in their future classrooms. Web 2.0 services have the potential to enhance student-centered learning by facilitating collaboration and communication at little cost. As previous studies have found a significant positive relationship between inservice teachers' beliefs and their actual use of technology, it is worthwhile to investigate antecedents of preservice teachers’ intentions to use Web 2.0 services in order to provide practical implications for teacher education. By drawing on expectancy-value theory, we develop a conceptual model of the linkage from preservice teachers’ beliefs to their behavioral intentions and expectations regarding Web 2.0 technology integration. The findings indicate that the reinforcement of salient beliefs, such as ease of use, usefulness, and facilitation, will enhance preservice teachers’ intention to adopt new technologies. This study provides teacher education programs with practical implications to reinforce preservice teachers' beliefs regarding Web 2.0 service integration.

[1]  Sarah J. Stein,et al.  Preservice Primary Teachers' Thinking About Technology and Technology Education , 2000 .

[2]  Albert H. Segars,et al.  Assessing the unidimensionality of measurement : a paradigm and illustration within the context of information systems research , 1997 .

[3]  C. Fornell,et al.  Evaluating structural equation models with unobservable variables and measurement error. , 1981 .

[4]  J. Hughes,et al.  Preservice teachers: Are we thinking with technology? , 2003 .

[5]  Todd Bryant,et al.  Social Software in Academia , 2006 .

[6]  Daniel Churchill,et al.  Educational applications of Web 2.0: Using blogs to support teaching and learning , 2009, Br. J. Educ. Technol..

[7]  Michael M. Grant,et al.  Web 2 . 0 in Teacher Education : Characteristics , Implications and Limitations , 2010 .

[8]  Fred D. Davis,et al.  A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies , 2000, Management Science.

[9]  Peter A. Todd,et al.  Understanding Information Technology Usage: A Test of Competing Models , 1995, Inf. Syst. Res..

[10]  I. Ajzen,et al.  Understanding Attitudes and Predicting Social Behavior , 1980 .

[11]  Tom Franklin,et al.  Web 2.0 for Content for Learning and Teaching in Higher Education , 2007 .

[12]  Peggy A. Ertmer.  Teacher pedagogical beliefs: The final frontier in our quest for technology integration? , 2005 .

[13]  Barbara H Wixom,et al.  A Theoretical Integration of User Satisfaction and Technology Acceptance , 2005, Inf. Syst. Res..

[14]  Albert H. Segars,et al.  Re-examining perceived ease of use and usefulness , 1993 .

[15]  E. Riedel,et al.  Why Improving Preservice Teacher Educational Technology Preparation Must go beyond the College's Walls , 2003 .

[16]  R. Oliver,et al.  An Empirical Test of the Consequences of Behavior-and Outcome-Based Sales Control Systems , 1994 .

[17]  R. Hartshorne,et al.  Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests , 2008, Internet High. Educ..

[18]  Ya-Ming Shiue,et al.  Investigating the Sources of Teachers' Instructional Technology Use Through the Decomposed Theory of Planned Behavior , 2007 .

[19]  Jaeki Song,et al.  A Theoretical Approach to Web Design in E-Commerce: A Belief Reinforcement Model , 2005, Manag. Sci..

[20]  Fred D. Davis,et al.  Disentangling behavioral intention and behavioral expectation , 1985 .

[21]  Tim O'Reilly,et al.  What is Web 2.0: Design Patterns and Business Models for the Next Generation of Software , 2007 .

[22]  M. Fishbein.  An Investigation of the Relationships between Beliefs about an Object and the Attitude toward that Object , 1963 .

[23]  Fred D. Davis,et al.  Self-Understanding and the Accuracy of Behavioral Expectations , 1984 .

[24]  I. Ajzen.  The theory of planned behavior , 1991 .

[25]  Shannon Youngman.  The role of the instructional technology coach in improving elementary teachers' perceived ability to meet the National Educational Technology Standards and Performance Indicators for Teachers , 2010 .

[26]  Y. Hsu,et al.  Survey of instructional technology courses for preservice teachers , 2000 .

[27]  N. Selwyn.  An investigation of differences in undergraduates' academic use of the internet , 2008 .

[28]  Susan J. Chinn,et al.  Using Web 2.0 to Support the Active Learning Experience , 2009 .

[29]  H. Becker.  Findings from the Teaching, Learning, and Computing Survey: Is Larry Cuban Right? , 2000 .

[30]  C. Hanson,et al.  Enhancing Promotional Strategies Within Social Marketing Programs: Use of Web 2.0 Social Media , 2008, Health promotion practice.

[31]  M. Valcke,et al.  Explaining different types of computer use among primary school teachers , 2004 .

[32]  Laura M. O’Dwyer,et al.  Examining Teacher Technology Use , 2003 .

[33]  Peggy A. Ertmer,et al.  Increasing Preservice Teachers’ Self-Efficacy Beliefs for Technology Integration , 2004 .

[34]  Viswanath Venkatesh,et al.  Predicting Different Conceptualizations of System Use: The Competing Roles of Behavioral Intention, Facilitating Conditions, and Behavioral Expectation , 2008, MIS Q..

[35]  Sucheta Nadkarni,et al.  A Task-Based Model of Perceived Website Complexity , 2007, MIS Q..

[36]  Johan van Braak,et al.  The impact of primary school teachers' educational beliefs on the classroom use of computers , 2008, Comput. Educ..

[37]  Peter A. Todd,et al.  Perceived Usefulness, Ease of Use, and Usage of Information Technology: A Replication , 1992, MIS Q..

[38]  A. Carr-Chellman,et al.  Preparing preservice teachers to use technology: Survey results , 2001 .

[39]  P. Twining.  Oversold and underused: computers in the classroom , 2002 .

[40]  C. Fornell,et al.  Customer Satisfaction, Market Share, and Profitability: Findings from Sweden , 1994 .

[41]  Dale S. Niederhauser,et al.  Teachers’ instructional perspectives and use of educational software , 2001 .

[42]  S. Mumtaz.  Factors affecting teachers' use of information and communications technology: a review of the literature , 2000 .

[43]  Jolie A. Mayer-Smith,et al.  Teaming technology enhanced instruction in the science classroom and teacher professional development , 1999 .

[44]  Soner Yıldırım.  Effects of an Educational Computing Course on Preservice and Inservice Teachers , 2000 .

[45]  Christopher L. Claggett.  The investigation. , 1978, Hospital supervisor's bulletin.

[46]  Swight Hare,et al.  Technology Integration: Closing the Gap Between What Preservice Teachers are Taught To Do and What They Can Do , 2002 .

[47]  Lane B. Mills.  The Next Wave Now: Web 2.0. , 2007 .

[48]  Mathias Lux,et al.  The Web 2.0 way of learning with technologies , 2007, Int. J. Learn. Technol..

[49]  Terry Anderson,et al.  Towards a Theory of Online Learning , 2004 .

[50]  Fred D. Davis.  Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology , 1989, MIS Q..

[51]  S M Dorman,et al.  Are teachers using computers for instruction? , 2001, The Journal of school health.

[52]  Gordon B. Davis,et al.  User Acceptance of Information Technology: Toward a Unified View , 2003, MIS Q..

[53]  Tony Hammond,et al.  Social Bookmarking Tools (I): A General Overview , 2005, D Lib Mag..