An Investigation of Preservice Teachers’ Technology Acceptance and Use Intention Between the U.S. and Taiwan

Conference: The European Conference on Education (ECE2021)
Title: An Investigation of Preservice Teachers’ Technology Acceptance and Use Intention Between the U.S. and Taiwan
Stream: Professional Training, Development & Concerns in Education
Presentation Type: Virtual Poster Presentation
Authors:
Jui-Ling Chiang, National Chengchi University, Taiwan
Todd Reeves, Northern Illinois University, United States
Yu-Chu Yeh, National ChengChi University, Taiwan

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.




Virtual Poster Presentation

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