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Teachers’ Intentions toward Technology Usage: Do Different Uses Lead to Different Determinants?
PROCEEDINGS

, , Richard Stockton College of NJ, United States ; , Seoul National University, Korea (South)

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Previous studies of teachers’ intentions to use technology using the Theory of Planned Behavior (TPB) resulted in contradictory findings, possibly due to the use of insufficiently specific definitions of technology use. This study applied the TPB to analyze teachers’ intentions to utilize technology in each of three different, specific ways. Based on questionnaires received from 397 secondary teachers in South Korea, differences among the three uses in significance and strength of the direct predictors of intention posited by the TPB were observed. Besides resolving the paradoxical findings of previous studies, this study provides practical information to teachers and other educational decision makers interested in technology adoption.

Citation

Lee, J., Cerreto, F. & Lee, J. (2009). Teachers’ Intentions toward Technology Usage: Do Different Uses Lead to Different Determinants?. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 979-986). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 18, 2019 from .