Examining the influence of subjective norm and facilitating conditions on the intention to use technology among pre-service teachers: a structural equation modeling of an extended technology acceptance model

Abstract

This study examined pre-service teachers' selfreported behavioral intentions to use technology. Three hundred and fourteen participants completed a survey questionnaire measuring their responses to six constructs from a research model that extends the technology acceptance model (TAM) by including facilitating conditions and subjective norm. Structural equation modeling was used as the main technique for data analysis. This study contributes to the growing interests in using information science models to explain intention to use technology in educational contexts. The results of this study showed that the TAM constructs were significant in explaining pre-service teachers' intention to use technology. Although facilitating conditions and subjective norm had significant effects on behavioral intention to use technology, they were mediated by attitude toward usage, perceived usefulness, and perceived ease of use. Overall, this study indicated the TAM has sufficient explanatory powers to explain pre-service teachers' intention to use technology in an educational environment.

Assessing the Impact of Organizational Support and Prior Project Training: A Structural Equation Modeling Approach

“…Our results validate the use of TAM in the context of higher education consistent with the results reported by Park (2009), Teo (2010), and Teo (2012. In addition, our findings shed light on the importance of prior project training (PRTN) on the implementation of a new LMS in the focal context.…”

“…The literature encompasses a number of TAM meta-analysis studies, including King and He (2006), Ma and Liu (2004), Legris et al (2003), Schepers and Wetzels (2007), Yousafzai et al (2007), and Turner et al (2010), all of which show TAM as a theoretical model that can be used in a range of technology applications. Saadé & Bahli, 2005;Teo, 2010Teo, , 2012 and even extended it by adding constructs and/or by incorporating it with other perspectives. For example, Lee et al (2005) integrated TAM with a motivational perspective to capture both the extrinsic and intrinsic motivators driving students' behavioral intention of using a new LMS.…”

A clinical educator’s experience using a virtual patient to teach communication and interpersonal skills

“…The CE's description of her experiences revealed six major themes, which evolved over the course of delivering 3 weeks of intensive clinical placements. These themes mirror previous literature suggesting that educators are more likely to use technology such as VLEs if they: (a) perceive it to be useful to student learning, (b) regard the technology as easy to use, and (c) have positive attitudes toward their own ability to use the technology (Davis, 1993;Li, 2015;Mamet et al, 2015;Teo, 2010).…”

“…Prior research suggests that educator acceptance of any new technology is critical for its successful integration into the curriculum (Cheung, Chan, Brown, & Wan, 2016;Davis, 1993;Yuen & Ma, 2008). Self-efficacy in the use of technology, ease of use, and perceived usefulness of the technology all contribute to educators' use and acceptance of technology (Davis, 1993;Mamet, Yusoff, Abdullah, & Razak, 2015;Teo, 2010;Yuen & Ma 2008). Therefore, the purpose of this qualitative study was to explore the experiences and pedagogic practices of a CE when teaching communication and interpersonal skills within a VLE clinical education model.…”

Faktor-Faktor yang Mempengaruhi Kesuksesan Penerimaan Teknologi Sistem Informasi Manajemen Pemerintah dan Dampaknya terhadap Kinerja Karyawan (Studi pada Direktorat Jenderal Perbendaharaan)

“…Kondisi-kondisi pemfasilitasi akan meminimalisir atau bahkan akan menghilangkan hambatan akan penggunaan suatu sistem informasi (Kumi, et al, 2012). Penelitian oleh Teo (2010), Gu, et al (2009) dan Sambasivan, et al (2010) menemukan bahwa terdapat hubungan yang signifikan pada konstruk model penerimaan teknologi. Maka untuk hipotesis yang ketiga adalah: H 3 : Terdapat pengaruh yang siqnifikan antara kondisi-kondisi pemfasilitasi dengan penerimaan teknologi SPAN.…”