期刊名称：International Journal of Education and Development using Information and Communication Technology
电子版ISSN：1814-0556
出版年度：2016
卷号：12
期号：2
页码：105-122
出版社：University of the West Indies
摘要：This study extends the technology acceptance model to identify factors that influence technologyacceptance among pre-service teachers in Ghana. Data from 380 usable questionnaires weretested against the research model. Utilising the extended technology acceptance model (TAM) asa research framework, the study found that: pre-service teachers’ pedagogical beliefs, perceivedease of use, perceived usefulness of computer technology and attitude towards computer use tobe significant determinants of actual use of computer technology. Results obtained employingmultiple stepwise regression analysis revealed that: (1) pre-service teachers’ pedagogical beliefssignificantly influenced both perceived ease of use and perceived usefulness, (2) both perceivedease of use and perceived usefulness influence attitude towards computer use and attitudetowards computer use significantly influences pre-service teachers’ actual use of computers.However, statistically, perceived ease of use did not significantly influence perceived usefulness.The findings contribute to the literature by validating the TAM in the Ghanaian context andprovide several prominent implications for the research and practice of technology integrationdevelopment.
