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

Autor/inn/en	Joo, Young Ju; Park, Sunyoung; Lim, Eugene
Titel	Factors Influencing Preservice Teachers' Intention to Use Technology: TPACK, Teacher Self-Efficacy, and Technology Acceptance Model
Quelle	In: Educational Technology & Society, 21 (2018) 3, S.48-59 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Influence of Technology; Pedagogical Content Knowledge; Technological Literacy; Preservice Teachers; Intention; Technology Uses in Education; Self Efficacy; Positive Attitudes; Student Attitudes; Structural Equation Models; Foreign Countries; Technology Integration; Undergraduate Students; Schools of Education; Student Surveys; Middle School Teachers; Secondary School Teachers; Educational Technology; Factor Analysis; Statistical Analysis; South Korea + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Ausland; Erziehungswissenschaftliche Fakultät; Schülerbefragung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; Faktorenanalyse; Statistische Analyse; Korea; Republik
Abstract	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. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01