The Development, Validation, and Analysis of Measurement Invariance of the Technology Acceptance Measure for Preservice Teachers (TAMPST)

Abstract

This article describes the development, validation, and measurement invariance of scores from a survey designed to measure preservice teachers’ reported acceptance of technology. Drawing from conceptual models in the areas of information systems and technology acceptance, a five-factor Technology Acceptance Measure for Preservice Teachers (TAMPST) was developed and validated. The factors in the TAMPST are perceived usefulness, perceived ease of use, subjective norm, facilitating conditions, and attitudes toward computer use. Using three studies and a combined sample of 759 preservice teachers, data were obtained and analyzed to examine for factorial validity of the TAMPST scores. In addition, tests of measurement invariance were conducted to ensure that the scores obtained from the TAMPST were generalizable between graduate and nongraduate preservice teachers. This study resulted in a 16-item five-factor measure to assess the technology acceptance of preservice teachers.