Technology Acceptance Predictors among Student Teachers and Experienced Classroom Teachers

Abstract

This study investigated 160 student teachers' and 158 experienced teachers' self-reported computer usage and their future intentions to use computer applications for school assignments. The Technology Acceptance Model (TAM) was used as the framework to determine computer usage and intentions. Statistically significant results showed that after completing a student teaching practicum, students have greater intentions to integrate computer applications into their lessons. Both student and experienced teachers perceived computer usage as useful for their classroom lessons. No differences between the teacher groups were found for computer usage activities (i.e., student assignments, teacher-led classroom lessons, and administrative work). However, experienced teachers used spreadsheets and subject-specific and educational software to a greater extent than did student teachers. Practical suggestions are made for teacher preparation programs and educational technology researchers. Recommendations propose the expansion of TAM to include behavioral control issues when dealing with teachers.