Factors Influencing Preservice Teachers' Intention to Use Technology: TPACK, Teacher Self efficacy, and Technology Acceptance Model

• Published in: Educational Technology ＆ Society Vol. 21; no. 3; pp. 48 - 59
• Main Authors: Joo, Young Ju, Park, Sunyoung, Lim, Eugene
• Format: Journal Article
• Language: English
• Published: Palmerston North International Forum of Educational Technology ＆ Society 01.07.2018; National Taiwan Normal University; International Forum of Educational Technology & Society
• Subjects: Addition; Appropriate Technology; Beliefs; Colleges & universities; Computer literacy; Educational Change; Educational Environment; Educational Facilities Improvement; Educational research; Educational Technology; Effectiveness; Factor Analysis; Flipped Classroom; Foreign Countries; Full Length Articles; Higher Education; Influence of Technology; Integrated Activities; Intention; Learning Activities; Literature Reviews; Middle School Teachers; Pedagogical Content Knowledge; Physical Education; Positive Attitudes; Preservice Teachers; Schools of Education; Secondary School Teachers; Self Efficacy; Statistical Analysis; Structural Equation Models; Student Attitudes; Student Improvement; Student Surveys; Student teachers; Surveys; Teacher Behavior; Teachers; Teaching methods; Technological Literacy; Technology Acceptance Model; Technology application; Technology Integration; Technology Uses in Education; Technology utilization; Undergraduate Students; Young Children; South Korea; TPACK; Intention to use technology; Preservice teacher; Teacher self-efficacy; Technology Acceptance Model (TAM)
• ISSN: 1176-3647; 1436-4522; 1436-4522

This study aimed to investigate structural relationships between TPACK, teacher self-efficacy, perceived ease of use, and perceived usefulness for preservice teachers who intend to use technology, based on the Technology Acceptance Model (TAM). A total of 296 responses from the College of Education from three Korean universities were analyzed by employing the structural equation modeling methods. The results indicated that preservice teachers' TPACK significantly affected teacher self-efficacy and perceived ease of using technology. The teachers' TPACK also positively influenced their perceived ease of using technology and perceived usefulness of technology in the classroom. Finally, teacher self-efficacy, perceived ease of use, and perceived usefulness of using technology affected teachers' intention to use technology. However, TPACK did not directly affect their intention to use technology. Based on the findings, we discuss implications and suggest future research directions for preservice teachers' intention to use technology.