Pre-Service Teachers Intention to Use Educational Technology: A Technology Acceptance Model Study
DOI:
https://doi.org/10.55737/trt/v-iv.326Keywords:
Technology Acceptance Model, Pre-service Teachers, Educational TechnologyAbstract
The study aimed to examine the factors that affect the PST’s behavioral intention to use educational technology using the Technology Acceptance Model (TAM). A quantitative, cross-sectional survey method was employed to collect data from PST in District Sudhnoti, AJK. The perceived usefulness (PU), perceived ease of use (PEOU), attitude toward using technology (ATUT), and actual use (AU) of educational technologies on behavioral intention to use (BIU) educational technologies were analyzed in the study, and the predictive power of TAM in this context was examined. Reliability analysis assessed the instrument’s internal consistency, and descriptive statistics revealed that PST had positive perceptions of technology and intentions to use it in their future lessons. The regression analysis indicated that both PU and PEOU had direct and indirect influence on BIU, and they were the best predictors of BIU. ATUT had a positive impact on BIU, but to a lesser extent, and AU had little predictive power. The results validate the applicability of TAM and indicate that technology training for teachers should focus on practical, relevant classroom experiences, regular access to technology, and mentoring.
References
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-t
Alayyar, G. M., Fisser, P., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service science teachers: Support from blended learning. Australasian Journal of Educational Technology, 28(8). https://doi.org/10.14742/ajet.773
Cheung, R., & Vogel, D. (2013). Predicting user acceptance of collaborative technologies: An extension of the technology acceptance model for E-learning. Computers & Education, 63, 160–175. https://doi.org/10.1016/j.compedu.2012.12.003
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and Technology Acceptance Model. Educational Technology & Society, 21(3), 48–59.
Kuzu, A., & Günüç, S. (2014). Technology integration in education. Educational Sciences: Theory & Practice, 14(1), 1–8. https://izlik.org/JA78MJ59XX
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302–312. https://doi.org/10.1016/j.compedu.2008.08.006
Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432–2440. https://doi.org/10.1016/j.compedu.2011.06.008
Teo, T., Su Luan, W., & Sing, C. C. (2008). A cross-cultural examination of the intention to use technology between Singaporean and Malaysian pre-service teachers. Educational Technology & Society, 11(4), 265–280. https://www.jstor.org/stable/jeductechsoci.11.4.265
UNESCO. (2023). Global education monitoring report 2023: Technology in education: A tool on whose terms? UNESCO.
Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly, 36(1), 157–178. https://doi.org/10.2307/41410412
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Ammara Abid, Dr. Muhammad Shuaib
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
