Document Type

Journal Article

Publication Date

2005

Keywords

Computer Technology Acceptance, Ease of Use, Student Teacher, Subjective Norm, Technology Acceptance Model, Usefulness

DOI

10.1111/j.1365-2729.2005.00145.x

Abstract

The use of computer technology in schools has made slow progress since the mid-1980s even though governments have been generous in funding. It is therefore important to understand how and when teachers use computer technology in order to devise implementation strategies to encourage them. This study investigates student teachers' perceptions of computer technology in relation to their intention to use computers. The purpose is to shed light on more effective ways to motivate the use of computer technology in schools. Based on an expanded variation of the Technology Acceptance Model, 84 completed surveys of student teachers were collected at a local university in Sweden. Overall, the results indicated that (1) student teachers' perceived usefulness of computer technology had a direct significant effect on their intention to use it; (2) student teachers' perceived ease of use had only an indirect significant effect on intention to use; however, (3) student teachers' subjective norm, that is the possible influence of external expectations, did not have any direct or indirect significant effects on their intention to use computer technology. Theoretical and practical implications that follow from the results are discussed.

Source Publication

Journal of Computer Assisted Learning

Volume Number

21

Issue Number

6

ISSN

1365-2729

First Page

387

Last Page

395

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