期刊名称：Australasian Journal of Educational Technology
印刷版ISSN：1449-3098
电子版ISSN：1449-5554
出版年度：2015
卷号：31
期号：3
DOI：10.14742/ajet.1672
语种：English
出版社：Australasian Society for Computers in Learning in Tertiary Education
摘要：This study examined possible gender differences in pre-service teachers’ perceived acceptance of technology in their professional work under the framework of the technology acceptance model (TAM). Based on a sample of pre-service teachers, a series of progressively more stringent measurement invariance tests (configural, metric, and scalar invariances, as well as latent mean difference) were conducted. Practically, the findings revealed that, while the gender groups showed no statistical difference on perceived usefulness , attitudes toward technology , intention to use technology , female pre-service teachers had lower scores on perceived ease of use , suggesting that technology use is more challenging for female pre-service teachers than for their male counterparts. Technically, the findings provided support for full configural and metric invariance, and for partial scalar invariance. Discussions about the findings and their practical implications concerning teacher training are provided. Future research directions are also suggested.
关键词：technology acceptance;technology acceptance model (TAM);gender;teachers;pre-service;technology integration
