Explaining the intention to use technology among volitional users in education: An evaluation of the Technology Acceptance Model (TAM) using structural equation modeling

Abstract

This study investigated a sample (N=157) of pre-service teachers' intention to use technology, using the Technology Acceptance Model (TAM) as a research framework. In this study, pre-service teachers were used to represent volitional users of technology. This study contributes to the growing studies on TAM by demonstrating that perceived usefulness (PU), perceived ease of use (PEU) and attitude toward computer use (ATCU) to be significant determinants of the intention to use (ITU). Using the structural equation modelling approach, there was a good model fit for both the measurement and structural models. All four hypotheses were supported. Overall, the results of this study offer some evidence that the TAM is an effective model to explain pre-service teachers' intention to use technology.