摘要：This study aimed to investigate structural relationships between TPACK, teacher self-efficacy, perceived
ease of use, and perceived usefulness for preservice teachers who intend to use technology, based on the
Technology Acceptance Model (TAM). A total of 296 responses from the College of Education from three
Korean universities were analyzed by employing the structural equation modeling methods. The results
indicated that preservice teachers’ TPACK significantly affected teacher self-efficacy and perceived ease of
using technology. The teachers’ TPACK also positively influenced their perceived ease of using technology
and perceived usefulness of technology in the classroom. Finally, teacher self-efficacy, perceived ease of
use, and perceived usefulness of using technology affected teachers’ intention to use technology. However,
TPACK did not directly affect their intention to use technology. Based on the findings, we discuss
implications and suggest future research directions for preservice teachers’ intention to use technology.
关键词：Intention to use technology; Preservice teacher; TPACK; Teacher self-efficacy; Technology Acceptance Model(TAM)
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