Predicting the Intention to Use Technology in Education among Student Teachers: A Path Analysis

Piret Luik,Merle Taimalu

doi:10.3390/educsci11090564

Abstract

Teacher education must provide the knowledge and skills necessary for technology integration, but also influence attitudes and beliefs. Little research has been conducted on how knowledge, beliefs, and attitudes predict teachers’ intentions to use technology. The aim of this study was to identify how perceived knowledge about technology integration, and beliefs and attitudes towards using technology, impact the intention to use technology among student teachers. The sample consisted of 232 student teachers from the University of Tartu. Data were collected using a questionnaire based on elements of two different models. Validating the technology acceptance scale using a confirmatory factor analysis identified that perceived usefulness was split into two constructs: perceived usefulness for students and perceived usefulness for teachers. Path analysis, as a special type of structural equation modelling, was used to test 11 hypotheses. The results showed that both perceived ease of use and attitude to use have direct effects on intention to use. Still, perceived usefulness for teachers and perceived knowledge displayed an indirect influence. Based on these results, it is important that student teachers should be convinced that technology is easy to use in teaching.

Highlights

In the last decade, increased attention has been paid to the development of digital skills across the entire population, so that each person can use different e-opportunities [1].The aim of the Education Strategy 2021–2035 [2] in Estonia is that all people have the knowledge, skills, and attitudes to enable them to manage in every area of life
The present study focused on perceived knowledge about technology integration and on beliefs about using technology from the technology acceptance model (TAM) model, attitude toward using technology in education, and intention to use technology in education
The exploratory factor analysis (EFA) reached a five-factor model consisting of perceived usefulness for teachers, perceived usefulness for students, perceived ease of use, attitude toward using technology, and intention to use technology

Summary

Introduction

In the last decade, increased attention has been paid to the development of digital skills across the entire population, so that each person can use different e-opportunities [1]. The aim of the Education Strategy 2021–2035 [2] in Estonia is that all people have the knowledge, skills, and attitudes to enable them to manage in every area of life. Such an aim certainly requires digital skills today. In the case of teachers, the aim is to develop the skills and willingness to engage in technological integration in teaching. The use of technology provides greater flexibility in teaching, allowing, for example, accounting for different types of intelligence and interests [4]

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Discussion

Conclusion