Abstract:
Purpose – This paper aims to compare the pre-service teachers from Singapore and the UK on their self-reported attitude towards computer use (ATCU) by employing the technology acceptance model (TAM) as the research framework. Design/methodology/approach – In total, 395 pre-service teachers completed a survey questionnaire measuring their responses to three constructs: perceived usefulness (PU), perceived ease of use (PEU) and ATCU. Structural equation modeling (SEM) was used as the technique for data analysis. Findings – The results of this paper show that there are full configural and metric invariance, and partial scalar invariance and factor variance. In addition, it is found that pre-service teachers' attitudes towards computer use in the UK are less affected by PU compared to their counterparts in Singapore. Originality/value – This paper contributes to the growing interest among technology acceptance researchers in expanding and extending the TAM to explain users' ATCU. Although much research has been conducted using the TAM, comparisons across different cultural users are few. This paper shows the similarities and differences of two culturally diverse technology users: Singapore and the UK. The use of multi-group invariance analysis as part of the SEM framework allow more complex analysis to be conducted, relative to the t-test that is commonly used to compare mean differences between two groups.
