Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/138805


Title: An investigation of pre-service teachers’ technology acceptance and use intention between the U.S. and Taiwan
Authors: 葉玉珠
Yeh, Yu-Chu
Chiang, Jui-Ling
Reeves, Todd
Contributors: 師培中心
Date: 2021-07
Issue Date: 2022-02-10 10:26:07 (UTC+8)
Abstract: This study investigates the differences in preservice teachers' technology use intentions for their career development, including
differentiated influence factors and preservice teachers' perception of technology. A total of 117 preservice teachers from Taiwan and 121
from the U.S. participated in this study. The six constructs of the preservice teachers’ technology acceptance inventory (PST-TAI), namely
performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating condition (FC), habit (HB), and technology use
behavior intention (BI), were developed based on the factors Unified Theory of Acceptance and Use of Technology Concept Model II. The
test items were developed from related experimental findings and expert test items. MANOVAs were used to discerning the differences
between the two countries. Stepwise regression was conducted to examine the relationship between the influential constructs (PE, EE, SI,
FC, and HB) and technology use intentions (BI). MANOVA results indicated significant location effects on PE, EE, FC, and BI with a small to
medium effect size (η2 = .022, .020, .036 .073), respectively. The U.S. preservice teachers outperformed in all the three constructs (ps<.05).
The regression results indicated that habit was the strongest predictor of BI on technology use among preservice teachers in Taiwan,
followed by performance expectancy and social influence. In contrast, social influence was the strongest predictor of behavior intention
on technology use among preservice teachers in the U.S., followed by facilitating conditions, habit, and performance expectancy. Effort
expectance was not able to predict technology use intention in both countries.
Relation: European Conference on Education, IAFOR
Data Type: conference
Appears in Collections:[師資培育中心] 會議論文

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