Investigating the Sources of Teachers' Instructional Technology Use through the Decomposed Theory of Planned Behavior
Journal of Educational Computing Research Volume 36, Number 4, ISSN 0735-6331
Based on the decomposed theory of planned behavior, this study used path analysis to examine the relative strength of the factors that influence teachers' use of instructional technology. The study focused on teachers' use of word processors, spreadsheets, presentation software, e-mail, and Web browsers. A path analysis was performed on self-reported data from 242 secondary science teachers in Taiwan. Results showed that the decomposed theory of planned behavior seriously over simplified the web of forces that influence teachers' use of this technology. Teachers' technology use and their inclination toward its use (attitude and intention) are primarily determined by the teacher-technology interface (ease-of-use, computer self-efficacy, and perceived usefulness). The teacher-technology interface is influenced by the objective environment for instructional technology (technical support, computer access, and to a limited extent professional development opportunities). The objective environment is itself weakly influenced by the subjective environment (administrative support, peer use, and subjective norms). The study provided useful information for policymakers and school administrators by helping them realize the complexity of the task of influencing teachers to increase their use of instructional technology. (Contains 6 tables and 3 figures.)
Shiue, Y.M. (2007). Investigating the Sources of Teachers' Instructional Technology Use through the Decomposed Theory of Planned Behavior. Journal of Educational Computing Research, 36(4), 425-453.
Ronny Scherer, Department of Teacher Education and School Research (ILS), Norway; Timothy Teo, School of Education, Australia
Educational Research Review Vol. 27, No. 1 (June 2019) pp. 90–109
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
The theory of planned behavior (TPB) and pre-service teachers’ technology acceptance: A validation study using structural equation modeling
Timothy Teo, University of Auckland, New Zealand; Lynde Tan, Nanyang Technological University, Singapore
Journal of Technology and Teacher Education Vol. 20, No. 1 (January 2012) pp. 89–104
Laurie Hansen, University of California Irvine, United States; Loretta Donovan, California State University Fullerton, United States; Shanan Fitts, Appalacian State University, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 688–695
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