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The theory of planned behavior (TPB) and pre-service teachers’ technology acceptance: A validation study using structural equation modeling
ARTICLE

, University of Auckland, New Zealand ; , Nanyang Technological University, Singapore

Journal of Technology and Teacher Education Volume 20, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This study applies the theory of planned behavior (TPB), a theory that is commonly used in commercial settings, to the educational context to explain pre-service teachers’ technology acceptance. It is also interested in examining its validity when used for this purpose. It has found evidence that the TPB is a valid model to explain pre-service teachers’ acceptance of technology, specifically in terms of their behavioral intention to use technology. Two hundred and ninety-three participants completed a questionnaire measuring their responses to four constructs from the TPB, namely behavioral intention, attitudes towards computer use, subjective norm and perceived behavioral control. Structural equation modeling (SEM) was used as the main method for data analysis. The results showed that attitude towards computer use had the largest effect on pre-service teachers’ intention to use technology, followed by perceived behavioral control, and subjective norm. The findings presented in this paper purport to contribute to the growing interest in using information sciences models to explain technology acceptance in the educational context.

Citation

Teo, T. & Tan, L. (2012). The theory of planned behavior (TPB) and pre-service teachers’ technology acceptance: A validation study using structural equation modeling. Journal of Technology and Teacher Education, 20(1), 89-104. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 21, 2019 from .

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Cited By

  1. Development in pre-service teachers’ readiness to use ICT in education – longitudinal perspectives

    Teemu Valtonen, Jari Kukkonen, Erkko Sointu & Susanna Pöntinen, University of Eastern Finland, Finland; Tom Stehlik, University of South Australia, Australia; Piia Näykki, University of Oulu, Finland; Anne Virtanen, University of Jyväskylä, Finland; Kati Mäkitalo-Siegl, University of Eastern Finland, Finland

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1755–1763

  2. Differences in preservice teachers’ readiness to use ICT in education and development of TPACK

    Erkko Sointu & Teemu Valtonen, University of Eastern Finland, Finland; Christine Cutucache, University of Nebraska at Omaha, United States; Jari Kukkonen, University of Eastern Finland, Finland; Matthew C. Lambert, University of Nebraska-Lincoln, United States; Kati Mäkitalo-Siegl, University of Eastern Finland, Finland

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2462–2469

  3. The Technology Infusion iTeach Experience: Preparing Student Teachers to Integrate Technology

    LeeAnn Lindsey, Ray Buss, Teresa Foulger, Keith Wetzel & Stacey Pasquel, Arizona State University, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2923–2930

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