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An Empirical Study to Validate the Technology Acceptance Model in Explaining the Intention to Use Technology among Educational Users

Copyright © 2012. 13 pages.
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DOI: 10.4018/978-1-61350-468-0.ch023
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MLA

Teo, Timothy. "An Empirical Study to Validate the Technology Acceptance Model in Explaining the Intention to Use Technology among Educational Users." Advancing Education with Information Communication Technologies: Facilitating New Trends. IGI Global, 2012. 282-294. Web. 31 Jul. 2014. doi:10.4018/978-1-61350-468-0.ch023

APA

Teo, T. (2012). An Empirical Study to Validate the Technology Acceptance Model in Explaining the Intention to Use Technology among Educational Users. In L. Tomei (Ed.), Advancing Education with Information Communication Technologies: Facilitating New Trends (pp. 282-294). Hershey, PA: Information Science Reference. doi:10.4018/978-1-61350-468-0.ch023

Chicago

Teo, Timothy. "An Empirical Study to Validate the Technology Acceptance Model in Explaining the Intention to Use Technology among Educational Users." In Advancing Education with Information Communication Technologies: Facilitating New Trends, ed. Lawrence A. Tomei, 282-294 (2012), accessed July 31, 2014. doi:10.4018/978-1-61350-468-0.ch023

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Abstract

This study examines a sample (N=239) of pre-service teachers’ self-reported intention to use technology. The Technology Acceptance Model (TAM) was used as a research framework in which findings contribute to technology acceptance research by demonstrating the suitability of the TAM to explain the intention to use technology among educational users. Using the structural equation modelling for data analysis, a good fit was found for both the measurement and structural models. Overall, the results of this study offer evidence that the TAM is effective in predicting pre-service teachers’ intention to use technology. This paper concludes with a discussion of the limitations and recommendations for further study.
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Introduction

Despite evidence showing technology to having an impact on educational practices and policies and subsequently have the potential to alter traditional definitions of education, the use of the computer in classrooms often remains peripheral and minimal and teachers do not appear to make effective use of technology for teaching (Zhao & Cziko, 2001). In many education systems, the teacher is a key influence to the effective use of technology in the educational system (Zhao, Tan, & Mishra, 2001) and plays a decisive role in determining computer use among their students (Teo, 2006). Hence, it is important to understand the factors that influence teachers’ ability to cope with the pressures presented by the rapid advancements in educational technology and changes in educational policies.

While stakeholders in education expect teachers to engage technology in accordance with the belief that technology has an impact on students’ learning, it must be borne in mind that teachers are affected by many variables that interact with each other that either facilitate or act as barriers to their use of technology. These include personal factors, such as computer self-efficacy (Gong, Xu, & Yu, 2004; Teo, 2008), technical factors, such as technological complexity (Teo, 2009; Thong, Hong, & Tam, 2002), and environmental factor, such as facilitating conditions (Ngai, Poon, & Chan, 2007; Teo, Lee, & Chai, 2008). The fact remains, that fostering technology acceptance among individual teachers is a big challenge for school administrators, technology advocates, and governmental agencies.

User acceptance refers to a willingness to adopt information technology for the tasks it is designed to support. For some long time, developers and procurers of technology could only rely on organizational authority to ensure that technology was used, in the case of many industrial/organizational contexts. However, the changing working practices in recent years among many organizations have enabled greater discretion among technology users. As such there is a need for these organizations to consider the dynamics of user acceptance and how this impacts on technology adoption and usage in their work environments. For this reason, technology acceptance has become an important topic and one of the most researched areas in the information science literature in recent years (Smarkola, 2007).

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Table of Contents
Preface
Lawrence A. Tomei
Chapter 1
Louis B. Swartz, Michele T. Cole, Daniel J. Shelley
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Chapter 2
Arjan Raven, Elke Leeds, ChongWoo Park
This paper reports the results of a confirmatory study of a Task Technology Fit (TTF) model. Three dimensions of fit: Task Match, Ease of Use, and... Sample PDF
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Chapter 3
Nwachukwu Prince Ololube, Andrew Egba Ubogu, Daniel Elemchukwu Egbezor, Ugbomah Nwachukwu
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Chapter 4
Joseph Blankson, Lydia Kyei-Blankson, Jared Keengwe
In addition to possessing content knowledge required to teach students, today’s teachers must be well equipped with appropriate technology skills... Sample PDF
Teachers and Technology: Enhancing Technology Competencies for Preservice Teachers
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Chapter 5
Pereware Aghwotu Tiemo, O. T. Emiri, Adobi Jessica Tiemo
In order to bridge the digital gap and to facilitate the use of ICT in teaching and learning among lecturers and students in Nigeria universities... Sample PDF
Information and Communication Technology Training among Lecturers in the South-South Zone in Nigeria by the Nigeria Communication Commission
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Chapter 6
M. Erdal Balaban, Melih Kirlidog, Zerrin Ayvaz-Reis
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Chapter 7
D. Scott Hunsinger, Judy Land, Charlie C. Chen
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Enhancing Students’ Loyalty to the Information Systems Major
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Chapter 8
Benjamin K.S. Khoo
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Chapter 9
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Chapter 10
Chia-Wen Tsai
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Facilitating Students to Earn Computing Certificates via Blended Learning in Online Problem-Solving Environment: A Cross-Course-Orientation Comparison
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Chapter 11
K. Giotopoulos, C. Alexakos, G. Beligiannis, A. Stefani
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Bringing AI to E-Learning: The Case of a Modular, Highly Adaptive System
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Chapter 12
Timothy Teo
This study assesses the factorial validity of the Computer Attitude Scale (CAS) using a sample (N=438) of students from Singapore. Developed by... Sample PDF
A Cross-Cultural Validation of the Selwyn’s Computer Attitude Scale
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Chapter 13
Taralynn Hartsell, Sherry S. Herron, Houbin Fang, Avinash Rathod
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Improving Teachers’ Self-Confidence in Learning Technology Skills and Math Education through Professional Development
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Chapter 14
Tom Adamich
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Materials-to-Standards Alignment: How to “Chunk” a Whole Cake and Even Use the “Crumbs”: State Standards Alignment Models, Learning Objects, and Formative Assessment – Methodologies and Metadata for Education
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Chapter 15
Shuyan Wang, Hong Zhan
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Chapter 16
Jared Keengwe, David Georgina, Patrick Wachira
One of the unprecedented benefits of campus-wide distance learning strategies has been the incorporation of more technology-based pedagogy into... Sample PDF
Faculty Training Strategies to Enhance Pedagogy-Technology Integration
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Chapter 17
Natcha Pavasajjanant
This paper presents a view of the effectiveness of teaching and learning systems by focusing on how courses using ICT can be designed based on... Sample PDF
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Chapter 18
Chetan Sankar, Howard Clayton
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Chapter 20
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Chapter 21
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Chapter 22
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Chapter 23
Timothy Teo
This study examines a sample (N=239) of pre-service teachers’ self-reported intention to use technology. The Technology Acceptance Model (TAM) was... Sample PDF
An Empirical Study to Validate the Technology Acceptance Model in Explaining the Intention to Use Technology among Educational Users
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Chapter 24
Eduardo Correia, Ricky Watson
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Chapter 25
Kittipong Laosethakul, Thaweephan Leingpibul, Thomas Coe
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