Technology acceptance model (TAM) is one of the models that is used to explain the acceptance and use of technology with user perceptions and attitudes. Some researchers argued that TAM should include external variables, such as subjective norms, to improve our understanding of the effect of social impact on technology acceptance. The purpose of this study was to investigate the effect of subjective norms on preservice and in‐service teachers’ perceptions, attitudes and behavioural intention to use technology in Turkey. We adopted a multigroup confirmatory factor analysis method to establish measurement invariance across the groups and to investigate the relationships in the research model. The sample consisted of 324 preservice and 517 in‐service teachers. Results revealed that attitude towards computer use was the most dominant predictor of behavioural intention in both preservice and in‐service teachers. Subjective norms had a large total effect on behavioural intention in preservice teachers; however, the same effect was smaller in in‐service teachers. Moreover, subjective norms played an important role in forming an attitude towards technology use in preservice teachers. On the other hand, in‐service teachers considered the usefulness of technology in forming a positive attitude. We discussed the implications of the findings for both theory and practice. Practitioner NotesWhat is already known about the topic Technology acceptance model (TAM) is one of the most widely used models in technology acceptance and use. Acceptance and use of technology by preservice and in‐service teachers are important for an effective integration process in educational settings. Social factors such as subjective norms impact technology acceptance and use behaviours of individuals. What this paper adds An extended TAM helps explain the technology acceptance and use behaviours of preservice and in‐service teachers. Attitude towards computer use is a good predictor of both preservice and in‐service teachers’ behavioural intention to use technology. Preservice and in‐service teachers’ behavioural intention to use technology is affected by subjective norms. Subjective norms’ effect on forming an attitude towards computer use is greater in preservice teachers than it is in in‐service teachers. Implications for practice and/or policy In teacher education programmes, instructors and administrators should require students to use technology in class activities and assignments and during internship practices to increase the possibility of students’ use of technology in their professional life. At schools, administrators and supervisors should mandate teachers to use technology that is easy to use in their classes, but they should also show teachers how technology can benefit their instructional practices. Instructional designers and IT developers should consider the affordances offered by ICT and provide teachers with quality, effective and easily administered user manuals or job aids.

The purpose of this study was to explore instructors' perspectives on the effect of using pen-based technology in the online mathematics courses and understand instructors' experiences in online mathematics teaching with pen-based technology. In this study, two instructors who taught online mathematics courses in fourteen weeks used digital pen as a pen-based technology. The data were obtained from semi-structured interviews and observation of online mathematics course records. The findings indicated that the use of digital pen in the online mathematics course was fairly beneficial in pedagogical and interaction aspects and it was necessary to use digital pen in online mathematics courses for displaying steps of problem solving process synchronously. It was concluded from the study that digital pen technology plays a positive role in the enhancement of interaction between the elements of an online learning environment by providing real-time feedback to students and permitting to digitize mathematical concepts. The observation findings also supported the statements of the instructors. The findings of the study have further provided some insight into how to use digital pen by an instructor in online mathematics course efficiently.

Graduates of the Computer Education and Instructional Technology (CEIT) programs are expected to perform a wide range of tasks, and these tasks also require the use of instructional design competencies. However, there is only one course in the CEIT curriculum that focuses on instructional design competencies. For this reason, the degree to which instructional design competencies are acquired in CEIT programs is a question that needs to be answered. In this study, we investigated the CEIT program students' instructional design competencies. For this purpose, the instructional design standards developed by ibstpi ® were translated into Turkish and after developing an appropriate scale, it was administered to 820 junior and senior students studying in CEIT programs. Findings showed that participants generally found themselves moderately competent in terms of instructional design competencies. Communicating effectively in visual, oral and written form was the top competency in terms of students' competence. In addition, students considered themselves least competent in the planning of non-instructional interventions competency. Findings also showed that 24% of the participants who stated that they took an Instructional Design course stated that they did not take part at all in the instructional design process, while 30% stated that they were partly involved. Findings were discussed for the advancement of the CEIT programs and some recommendations were presented.

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