An investigation of pre-service teachers’ technology acceptance and use intention between the U.S. and Taiwan

Abstract

This study investigates the differences in preservice teachers` technology use intentions for their career development, including\ndifferentiated influence factors and preservice teachers` perception of technology. A total of 117 preservice teachers from Taiwan and 121\nfrom the U.S. participated in this study. The six constructs of the preservice teachers’ technology acceptance inventory (PST-TAI), namely\nperformance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating condition (FC), habit (HB), and technology use\nbehavior intention (BI), were developed based on the factors Unified Theory of Acceptance and Use of Technology Concept Model II. The\ntest items were developed from related experimental findings and expert test items. MANOVAs were used to discerning the differences\nbetween the two countries. Stepwise regression was conducted to examine the relationship between the influential constructs (PE, EE, SI,\nFC, and HB) and technology use intentions (BI). MANOVA results indicated significant location effects on PE, EE, FC, and BI with a small to\nmedium effect size (η2 = .022, .020, .036 .073), respectively. The U.S. preservice teachers outperformed in all the three constructs (ps<.05).\nThe regression results indicated that habit was the strongest predictor of BI on technology use among preservice teachers in Taiwan,\nfollowed by performance expectancy and social influence. In contrast, social influence was the strongest predictor of behavior intention\non technology use among preservice teachers in the U.S., followed by facilitating conditions, habit, and performance expectancy. Effort\nexpectance was not able to predict technology use intention in both countries.