Understanding the intention to use technology by pre-service teachers: An empirical test of competing theoretical models

Teo, T; van Schaik, P

dc.contributor.author	Teo, T	en
dc.contributor.author	van Schaik, P	en
dc.date.accessioned	2012-01-12T01:04:34Z	en
dc.date.available	2012-01-12T01:04:34Z	en
dc.date.issued	2012	en
dc.identifier.citation	International Journal of Human-Computer Interaction 28(3):178-188 2012	en
dc.identifier.issn	1044-7318	en
dc.identifier.uri	http://hdl.handle.net/2292/10481	en
dc.description.abstract	technology into their curriculum. Technology acceptance refers to a user's willingness to employ information technology for the tasks it is designed to support. This study compared the four models (TRA, TPB, TAM, and integrated) to examine which model best helps to predict pre-service teachers' intentions to use technology. Data were gathered from 429 pre-service teachers from a teacher training institute in Singapore, and structural equation modelling was used to compare the four models in terms of overall model fit, explanatory power and path significance. The results demonstrate that the models did not differ in explanatory power. Attitude as an independent variable was found to have the greatest impact on the intention to use technology.	en
dc.relation.ispartofseries	International Journal of Human-Computer Interaction	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 http://www.sherpa.ac.uk/romeo/issn/1044-7318/	en
dc.rights.uri	https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm	en
dc.source.uri	http://dx.doi.org/10.1080/10447318.2011.581892	en
dc.title	Understanding the intention to use technology by pre-service teachers: An empirical test of competing theoretical models	en
dc.type	Journal Article	en
dc.identifier.doi	10.1080/10447318.2011.581892	en
pubs.begin-page	1	en
pubs.volume	28	en
dc.rights.holder	Copyright: Taylor & Francis	en
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pubs.end-page	11	en
dc.rights.accessrights	http://purl.org/eprint/accessRights/RestrictedAccess	en
pubs.elements-id	269470	en
pubs.org-id	Faculty of Education	en
pubs.org-id	Tchg,Learning & Development	en