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

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Show simple item record Teo, Timothy en 2012-01-08T23:04:18Z en 2009 en
dc.identifier.citation Computers and Education 52(2):302-312 2009 en
dc.identifier.issn 0360-1315 en
dc.identifier.uri en
dc.description.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. en
dc.publisher Elsevier Ltd. en
dc.relation.ispartofseries Computers and Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from en
dc.rights.uri en
dc.title Modelling technology acceptance in education: A study of pre-service teachers en
dc.type Journal Article en
dc.identifier.doi 10.1016/j.compedu.2008.08.006 en
pubs.issue 2 en
pubs.begin-page 302 en
pubs.volume 52 en
dc.rights.holder Copyright: Elsevier Ltd. en
pubs.end-page 312 en
pubs.publication-status Published en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 267972 en
dc.relation.isnodouble 14636 *
pubs.record-created-at-source-date 2012-01-09 en

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