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    Please use this identifier to cite or link to this item: https://nccur.lib.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:[Institute of Teacher Education] Proceedings

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