Abstract
ABSTRACT The current study examines antecedents to teachers’ behavioral intentions to use smart technologies in Thailand based on the technology acceptance model. 825 primary school teachers participated in a survey consisting of 11 constructs: perceived usefulness, perceived ease of use, attitude towards use, behavioral intention, peer influence, cognitive feedback, cognitive teaching belief, computer self-efficacy, perceived enjoyment, perceived ubiquity value, and personal innovativeness. The results suggested the proposed research model had a good model fit. 67.5% of variance in Thai teachers’ behavioral intentions was significantly associated with attitude towards use, perceived ubiquity value, cognitive teaching belief, and personal innovativeness. Attitude towards using mobile technologies was significantly associated with perceived usefulness, perceived ease of use, perceived ubiquity value, and personal innovativeness. Perceived usefulness was significantly influenced by perceived ease of use, peer influence, cognitive teaching belief, and cognitive feedback. In addition, computer self-efficacy and perceived enjoyment significantly influenced Thai teachers’ perception of ease of use.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
