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

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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

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