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題名 An investigation of pre-service teachers’ technology acceptance and use intention between the U.S. and Taiwan 作者 葉玉珠
Yeh, Yu-Chu
Chiang, Jui-Ling
Reeves, Todd貢獻者 師培中心 日期 2021-07 上傳時間 10-Feb-2022 10:26:07 (UTC+8) 摘要 This study investigates the differences in preservice teachers` technology use intentions for their career development, includingdifferentiated influence factors and preservice teachers` perception of technology. A total of 117 preservice teachers from Taiwan and 121from the U.S. participated in this study. The six constructs of the preservice teachers’ technology acceptance inventory (PST-TAI), namelyperformance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating condition (FC), habit (HB), and technology usebehavior intention (BI), were developed based on the factors Unified Theory of Acceptance and Use of Technology Concept Model II. Thetest items were developed from related experimental findings and expert test items. MANOVAs were used to discerning the differencesbetween 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 tomedium 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 intentionon technology use among preservice teachers in the U.S., followed by facilitating conditions, habit, and performance expectancy. Effortexpectance was not able to predict technology use intention in both countries. 關聯 European Conference on Education, IAFOR 資料類型 conference dc.contributor 師培中心 dc.creator (作者) 葉玉珠 dc.creator (作者) Yeh, Yu-Chu dc.creator (作者) Chiang, Jui-Ling dc.creator (作者) Reeves, Todd dc.date (日期) 2021-07 dc.date.accessioned 10-Feb-2022 10:26:07 (UTC+8) - dc.date.available 10-Feb-2022 10:26:07 (UTC+8) - dc.date.issued (上傳時間) 10-Feb-2022 10:26:07 (UTC+8) - dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/138805 - dc.description.abstract (摘要) This study investigates the differences in preservice teachers` technology use intentions for their career development, includingdifferentiated influence factors and preservice teachers` perception of technology. A total of 117 preservice teachers from Taiwan and 121from the U.S. participated in this study. The six constructs of the preservice teachers’ technology acceptance inventory (PST-TAI), namelyperformance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating condition (FC), habit (HB), and technology usebehavior intention (BI), were developed based on the factors Unified Theory of Acceptance and Use of Technology Concept Model II. Thetest items were developed from related experimental findings and expert test items. MANOVAs were used to discerning the differencesbetween 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 tomedium 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 intentionon technology use among preservice teachers in the U.S., followed by facilitating conditions, habit, and performance expectancy. Effortexpectance was not able to predict technology use intention in both countries. dc.format.extent 20000970 bytes - dc.format.mimetype application/pdf - dc.relation (關聯) European Conference on Education, IAFOR dc.title (題名) An investigation of pre-service teachers’ technology acceptance and use intention between the U.S. and Taiwan dc.type (資料類型) conference
