Understanding pre‐service teachers' computer attitudes: applying and extending the technology acceptance model

TLDR

Computers are increasingly widespread, influencing many aspects of social and work life, and classroom experiences with computers should be made available for all students. The study examines pre‑service teachers' attitudes toward computers. The study extends the technology acceptance model by adding subjective norm and facilitating conditions as external variables. Perceived usefulness, perceived ease of use, and subjective norm significantly determine pre‑service computer attitudes, while facilitating conditions influence attitude only indirectly through perceived ease of use, indicating that social norm and facilitating conditions can extend the TAM.

Abstract

Abstract Computers are increasingly widespread, influencing many aspects of our social and work lives, As we move into a technology‐based society, it is important that classroom experiences with computers are made available for all students. The purpose of this study is to examine pre‐service teachers' attitudes towards computers. This study extends the technology acceptance model (TAM) framework, with subjective norm and facilitating conditions acting as external variables. Results shows that perceived usefulness, perceived ease of use and subjective norm were significant determinants of pre‐service computer attitudes. Facilitating conditions did not influence computer attitude directly but through perceived ease of use. These findings demonstrate that social norm and facilitating conditions are potential variables that may be used to extend the TAM for research on computer attitudes.