Efficiency of the technology acceptance model to explain pre‐service teachers' intention to use technology: A Turkish study

Purpose – The purpose of this study is to assess the efficiency of the technology acceptance model (TAM) to explain pre‐service teachers' intention to use technology in Turkey.Design/methodology/approach – A total of 197 pre‐service teachers from a Turkish university completed a survey questionnaire measuring their responses to four constructs which explain their intention to use technology: attitude towards computer use, perceived usefulness, and perceived ease of use. A structural equation modeling (SEM) approach was employed for modeling and data analysis.Findings – Results revealed that the TAM is an efficient model to explain the intention to use technology of Turkish pre‐service teachers. The proportion of variance explained in pre‐service teachers' intention to use technology by its antecedents was 51 percent. In addition, four out of five hypotheses were supported in this study. Overall, the data in this study provided support that the TAM is a fairly efficient model with a potential to help in un...

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

[2]  Timothy Teo,et al.  Modelling technology acceptance in education: A study of pre-service teachers , 2009, Comput. Educ..

[3]  Richard G. Lomax,et al.  A Beginner's Guide to Structural Equation Modeling , 2022 .

[4]  Robert Andersson,et al.  Examining user acceptance of computer technology: an empirical study of student teachers , 2005, J. Comput. Assist. Learn..

[5]  Paul Jen-Hwa Hu,et al.  Examining technology acceptance by school teachers: a longitudinal study , 2003, Inf. Manag..

[6]  James C. Anderson,et al.  STRUCTURAL EQUATION MODELING IN PRACTICE: A REVIEW AND RECOMMENDED TWO-STEP APPROACH , 1988 .

[7]  Timothy Teo,et al.  Assessing the intention to use technology among pre-service teachers in Singapore and Malaysia: A multigroup invariance analysis of the Technology Acceptance Model (TAM) , 2009, Comput. Educ..

[8]  J. Hair.  Multivariate data analysis , 1972 .

[9]  Timothy Teo,et al.  A Cross-cultural Examination of the Intention to Use Technology between Singaporean and Malaysian pre-service Teachers: An Application of the Technology Acceptance Model (TAM) , 2008, J. Educ. Technol. Soc..

[10]  R. Kline.  Principles and practice of structural equation modeling, 2nd ed. , 2005 .

[11]  T. Brown,et al.  Confirmatory Factor Analysis for Applied Research , 2006 .

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

[13]  Rex B. Kline,et al.  Principles and Practice of Structural Equation Modeling , 1998 .

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

[15]  Donna Harrington,et al.  Confirmatory Factor Analysis , 2008 .

[16]  T. Teo,et al.  Understanding Technology Acceptance in Pre-Service Teachers: A Structural-Equation Modeling Approach , 2009 .

[17]  Namkee Park,et al.  User acceptance of a digital library system in developing countries: An application of the Technology Acceptance Model , 2009, Int. J. Inf. Manag..

[18]  Diane M. Strong,et al.  Extending the technology acceptance model with task-technology fit constructs , 1999, Inf. Manag..

[19]  Fred D. Davis,et al.  User Acceptance of Computer Technology: A Comparison of Two Theoretical Models , 1989 .

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

[21]  R. Schumacker,et al.  A beginner's guide to structural equation modeling, 3rd ed. , 2010 .