Influencing Preservice Teachers’ Intention to Adopt Web 2.0 Services

Abstract

This study investigates preservice teachers’ intention to adopt Web 2.0 services in their future classrooms. Web 2.0 services have the potential to enhance student-centered learning by facilitating collaboration and communication at little cost. As previous studies have found a significant positive relationship between inservice teachers' beliefs and their actual use of technology, it is worthwhile to investigate antecedents of preservice teachers’ intentions to use Web 2.0 services in order to provide practical implications for teacher education. By drawing on expectancy-value theory, we develop a conceptual model of the linkage from preservice teachers’ beliefs to their behavioral intentions and expectations regarding Web 2.0 technology integration. The findings indicate that the reinforcement of salient beliefs, such as ease of use, usefulness, and facilitation, will enhance preservice teachers’ intention to adopt new technologies. This study provides teacher education programs with practical implications to reinforce preservice teachers' beliefs regarding Web 2.0 service integration.