Influential factors on preservice teachers' intentions to use ICT in future lessons

Abstract

This study aims (a) to make a comprehensive examination of factors influential on preservice teachers' intentions to use ICT in their future lessons and (b) to determine differences in those factors resulting from gender, university, and department. The data were obtained from 2904 preservice teachers from 16 universities through a survey. Comparative design was employed, and the data were analyzed through descriptive analysis, content analysis, and a MANOVA. Gender and university were not found to have any influence on perceived usefulness, perceived ease-of-use and efficacy, social influence, facilitating conditions, anxiety, or intention. The variable of department, on the other hand, had an influence on all factors except for social influence. While preservice teachers studying primary mathematics and Turkish had the lowest intentions of using ICT in comparison to their peers, preservice teachers studying English and science had the highest. All in all, as differences were found between departments in terms of intentions to use ICT, preservice teacher training programs should be subject-specific.