Influence of Gender and Computer Teaching Efficacy on Computer Acceptance among Malaysian Student Teachers: An Extended Technology Acceptance Model

Autor/inn/en	Wong, Kung-Teck; Teo, Timothy; Russo, Sharon
Titel	Influence of Gender and Computer Teaching Efficacy on Computer Acceptance among Malaysian Student Teachers: An Extended Technology Acceptance Model
Quelle	In: Australasian Journal of Educational Technology, 28 (2012) 7, S.1190-1207 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Computer Uses in Education; Intention; Student Teachers; Usability; Structural Equation Models; Foreign Countries; Questionnaires; Computer Attitudes; Gender Differences; Self Efficacy; Educational Technology; Predictor Variables; Measures (Individuals); Statistical Analysis; Hypothesis Testing; Malaysia + Suchen Sie Ihr Suchwort? Computernutzung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Fragebogen; Geschlechterkonflikt; Self-efficacy; Selbstwirksamkeit; Unterrichtsmedien; Prädiktor; Messdaten; Statistische Analyse; Hypothesenprüfung; Hypothesentest
Abstract	The purpose of this study is to validate the technology acceptance model (TAM) in an educational context and explore the role of gender and computer teaching efficacy as external variables. From the literature, it appeared that only limited studies had developed models to explain statistically the chain of influence of computer teaching efficacy and gender on the intention of student teachers to use computers. A total of 302 student-teachers completed the questionnaire measuring their responses to computer teaching efficacy (CTE), perceived usefulness (PU), perceived ease of use (PEU), attitude toward computer use (ATCU), and behavioural intention (BI). Structural equation modelling (SEM) was used as the main technique for data analysis. The findings from this study suggest that the model was adequately explained by the data. Overall, the model accounted for 36.8% of the variance in intention to use computers among student teachers. The results have also provided support for computer teaching efficacy and gender as significant variables in the TAM. Finally, the implications for theory development, practices, and policy making are discussed. (Contains 7 tables and 4 figures.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10