Exploring the Unknown: The Effect of Resistance to Change and Attachment on Mobile Adoption among Secondary Pre-Service Teachers

Autor/inn/en	Sánchez-Prieto, José Carlos; Huang, Fang; Olmos-Migueláñez, Susana; García-Peñalvo, Francisco J.; Teo, Timothy
Titel	Exploring the Unknown: The Effect of Resistance to Change and Attachment on Mobile Adoption among Secondary Pre-Service Teachers
Quelle	In: British Journal of Educational Technology, 50 (2019) 5, S.2433-2449 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Fang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12822
Schlagwörter	Resistance to Change; Adoption (Ideas); Attachment Behavior; Handheld Devices; Telecommunications; Secondary School Teachers; Preservice Teachers; Technology Integration; Foreign Countries; Student Attitudes; Usability; Intention; Value Judgment; Spain + Suchen Sie Ihr Suchwort? Ideas; Ideenfindung; Attachment; Bindungsverhalten; Telekommunikationstechnik; Ausland; Schülerverhalten; Werturteil; Spanien
Abstract	This research work intends to make an innovative contribution to the existing literature by studying the predictive effect of two relatively unexplored constructs on the adoption of an emerging technology, such as mobile devices, among a seldom-studied population in the European context (secondary education preservice teachers). To achieve this goal, a technology acceptance model (TAM)-based model was designed including the constructs: behavioural intention, perceived usefulness, perceived ease of use, attitude towards use, subjective norm, attachment and resistance to change and it was tested using a sample of 222 Spanish secondary education preservice teachers. The results of the factor analysis evidence the significant effect of resistance to change on the four TAM variables, especially on perceived usefulness and attitude, while the attachment only has a small effect on perceived ease of use. Additionally, the analysis confirms attitude towards the use as the main predictor of the behavioural intention, as well as the influence of the subjective norm on both perceived usefulness and behavioural intention. These findings have important ramifications for the design of teacher training programmes, which are addressed in the discussion, and they also suggest the need to continue studying the effect of new factors on the technology adoption process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01