Understanding Technology Acceptance in Pre-Service Teachers: A Structural-Equation Modeling Approach

Abstract

This study investigated a sample of pre-service teachers' (N=250) self-reported future intention to use technology. The Technology Acceptance Model (TAM) was used as a framework to determine intentions to use computers. This study contributes to the growing number of studies on TAM by demonstrating that perceived usefulness (PU), perceived ease of use (PEU), and attitude toward computer use (ATCU) are significant determinants of behavioral intention (BI). It also expanded TAM by including two variables: subjective norm (SN); and facilitating conditions (FC). Using structural equation modeling, there was a good model fit for both the measurement and structural models. Of the seven hypotheses, five were supported. No significant effects were found of SN on PU, and of ATCU on BI. Overall, the results of this study offer some evidence that TAM is effective in predicting pre-service teachers' technology acceptance.