Technology acceptance among pre-service teachers: Does gender matter?
By Timothy Teo, Xitao Fan, Jianxia Du. 2015
153 citations recorded by the source corpus.
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.
Subfields: Education, Gender Studies, Information Systems and Management
View Paper: https://www.semanticscholar.org/paper/18020d9e49bdb2724e609c0cdd27342fc80bcfb8
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Citations in the corpus
- Gamification in Science Education. A Systematic Review of the Literature (2021, background): “In addition, like most digital learning technologies, gamification has been suffering from "traditional" problems related to these learning technologies, such as high software development cost, teacher education, and support materials for teachers [72,73].”
- Technology Acceptance, Technological Self-Efficacy, and Attitude Toward Technology-Based Self-Directed Learning: Learning Motivation as a Mediator (2020, background): “According to Teo et al. (2015, p.78), “attitude toward technology use has been examined in various models that attempt to explain individuals’ intention for technology use, including Technology Acceptance Model (TAM; Davis et al., 1989), TAM2 (Venkatesh and Davis, 2000), and Unified Theory of…”