Student-Teachers’ Attitude towards ICT Use: An Application and Modification of the Technology Acceptance Model (TAM) in Education
Keywords:
Student teachers’ attitude, ICT, subjective norms, facilitating conditions, perceived effectiveness
Abstract
All over the world, the use of technology has revolutionized a wide variety of processes and procedures in various disciplines, including education. The implementation of ICT in education enhances both the standard and quality of education, hence it is introduced in the teaching, learning, and evaluation processes. However, there are examples of ICT under use, both in rural as well as urban areas, during classroom teaching at different levels of studies in developing countries such as Pakistan. One reason for limited use is students’ attitude towards ICT use. The current research used an adapted version of a model called TAM and a self-developed survey questionnaire to gather quantitative data from 270 student teachers enrolled in teacher education programmes in Karachi. Data were analysed using PLS-SEM technique. The results revealed that all factors studied had significant positive contribution towards teachers’ attitude towards the ICT adoption. It was recommended that teacher education programmes provider integrate ICT in the teacher education
curriculum and ensure extensive professional development for teacher educators teaching these courses.
References
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Prentice Hall.
Askar P., & Umay, A. (2001). Pre-service elementary mathematics teachers’ computer self-efficacy, attitudes towards
computers, and their perceptions of computer enriched learning environments. In C. Crawford, D. A. Willis, R.
Carlsen, I. Gibson, K. McFerrin, J. Price & R. Weber (Eds.), Proceedings of Society for Information Technology
and Teacher Education International Conference 2001 (pp. 2262–2263). Chesapeake, VA: AACE
Ballone, L. M., & Czerniak, C. M. (2001). Teacher’s beliefs about accommodating students’ learning styles in Science
classes. Electronic Journal of Science Education, 6(2), 1-44. https://files.eric.ed.gov/fulltext/ED463146.pdf
Boe, T. (2014). Adoption of technology in higher education: Expanding the technology acceptance model. Norsk
Konferanse for Organisasjoners Bruk Av IT, 22(1). https://ojs.bibsys.no/index.php/Nokobit/article/view/38/36
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS
Quarterly, 13(3), 319-340. doi: 10.2307/249008
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two
theoretical models. Management Science, 35(8), 928– 1003. doi:10.1111/j.1467-8535.2008.00913.x
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behaviour: An introduction to theory and research.
Reading, MA: Addison-Wesley.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement
error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.2307/3151312
Geisser, S. (1974). A predictive approach to the random effect model. Biometrika, 61(1), 101-107.
Groves, M. M., & Zemel, P. C. (2000). Instructional technology adoption in higher education: An action research case
study. International Journal of Instructional Media, 27(1), 57–63. https://eric.ed.gov/?id=EJ605307
Hair, J., Hollingsworth, C.L., Randolph, A.B. and Chong, A.Y.L. (2017). An updated and expanded assessment of PLS-
SEM in information systems research. Industrial Management & Data Systems, 117(3), 442-
458. https://doi.org/10.1108/IMDS-04-2016-0130
Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and
Practice, 19(2), 139-152. doi: 10.2753/MTP1069-6679190202
Hair, J. F., Ringle, C. M., & Sarstedt, M. (2013). Partial least squares structural equation modelling: Rigorous
applications, better results and higher acceptance. Long Range Planning, 46, 1-12. doi:
10.1080/09585192.2017.1416655
Hair, J. F., Sarstedt, M., Ringle, C. M., & Gudergan, S. P. (2018). Advanced Issues in Partial Least Squares Structural
Equation Modeling (PLS-SEM). Thousand Oaks, CA: Sage.
Hashim, R., Hameed, S., Ayyub, A., Ali, S., & Raza, G. (2016). Internet use: Disruptive or enhancing towards learning?
Views & Perceptions of undergraduate medical students. Pak Armed Forces Med J, 66(1), 157-161.
http://pafmj.org/pdfs/February-2016/33.pdf
Irum, S., & Munshi, P. (2015). Application of information and communication technology (ICTs) in teaching and learning
at teacher training institutions. The Sindh University Journal of Education, 44 (2), 231-246.
http://sujo.usindh.edu.pk/index.php/SUJE/article/view/1985
Kamal, A. R. N. B., & Banu, A. T. (2010). ICT in higher education – A study. Canadian Journal on Data, Information
and Knowledge Engineering, 1(1).
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.453.8720&rep=rep1&type=pdf
Kasse, J. P., Moya, M., & Nansubuga, A. K. (2015). Facilitating condition for e-learning adoption—Case of Ugandan
universities. Journal of Communication and Computer, 12, 244-249. doi: 10.17265/1548-7709/2015.05.004
Lim, C. P., & Khine, M. S. (2006). Managing teachers' barriers to ICT integration in Singapore schools. Journal of
Technology and Teacher Education, 14(1), 97-125.
Ma, W. W-K., Andersson, R., & Streith, K-O. (2005). Examining user acceptance of computer technology: An empirical
study of student teachers. Journal of Computer Assisted Learning, 21(6), 387–395. doi: 10.1111/j.1365-
2729.2005.00145.x
Mahmood, M. A., Hall, L., & Swanberg, D. L. (2001). Factors affecting information technology usage: A meta-analysis
of the empirical literature. Journal of Organizational Computing and Electronic Commerce, 11(2), 107–130.
doi:10.1207/s15327744joce1102_02
Marcinkiewicz, H.R., & Regstad, N.G. (1996). Using subjective norms to predict teachers’ computer use. Journal of
Computing in Teacher Education, 13(1), 27–33. doi: 10.1080/10402454.1996.11008223
Munir, S. S., & Khan, I. (2015). Practices and integration of ICT at private higher secondary level in Pakistan.
International Journal on New Trends in Education and their Implications (IJONTE), 6(2).
https://www.researchgate.net/publication/292368504_PRACTICES_AND_INTEGRATION_OF_ICT_AT_PR
IVATE_HIGHER_SECONDARY_LEVEL_IN_PAKISTAN
Paechter, M., & Maier, B. (2010). Online or face-to-face? Students' experiences and preferences in e-learning. Internet
and Higher Education, 13, 292-297.
Raman, A., Malik, B., Kasa, M. D., Sofian, K., & Hussin, F. (2015). Teachers’ attitude towards computer use in classroom
practice. Scholars Journal of Arts, Humanities and Social Sciences, 3(3A), 646-659
Ringle, C. M., Wende, S., & Becker, J.-M. (2015). SmartPLS 3. Bönningstedt: SmartPLS. Retrieved from
http://www.smartpls.com
Shapka, J. D., & Ferrari, M. (2003). Computer-related attitudes and actions of teacher candidates. Computers in Human
Behaviour, 19(3), 319–334. doi: 10.1016/S0747-5632(02)00059-6
Siddiquah, A., & Salim, Z. (2017). The ICT facilities, skills, usage, and the problems faced by the students of higher
education. EURASIA Journal of Mathematics Science and Technology Education, 13(8), 4987-4994. doi:
10.12973/eurasia.2017.00977a
Sime, D., & Priestley, M. (2005). Student teachers’ first reflections on ICT in classroom learning: Implications for initial
teacher education. Journal of Computer Assisted Learning, 21(2), 130–143. doi:10.1111/j.1365-
2729.2005.00120.x
Sugar, W., Crawley, F., & Fine, B. (2004) Examining teachers’ decisions to adopt new technology. Educational
Technology and Society, 7(4), 201–213.
http://norhisham.pbworks.com/f/Examining+teachers%E2%80%99+decisions+to+adopt+new+technology19.p
df
Taylor, S., & Todd, P. A. (1995) Understanding information technology usage: A test of competing models. Information
Systems Research, 6(2), 144–176. doi: 10.1287/isre.6.2.144
Teo, T. (2010). A path analysis of pre-service teachers' attitudes to computer use: Applying and extending the technology
acceptance model in an educational context. Interactive Learning Environments, 18(1), 65-79.
doi:10.1080/10494820802231327
Teo, T. (2011). Factors influencing teachers' intention to use technology: Model development and test. Computers &
Education, 57(4), 2432-2440. doi:10.1016/j.compedu.2011.06.008
Teo, T., Lee, C. B. & Chai, C. S. (2008). Understanding pre-service teachers’ computer attitudes: Applying and extending
the technology acceptance model. Journal of Computer Assisted Learning, 24, 128–143. doi: 10.1111/j.1365-
2729.2007.00247.x
Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on intervention. Decision
Sciences, 39(2), 273-315. doi: 10.1111/j.1540-5915.2008.00192.x
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal
field studies. Management Science, 46(2), 186–204. http://www.jstor.org/stable/263475
Yang, H., & Yoo, Y. (2004). It’s all about attitude: Revisiting the technology acceptance model. Decision Support
Systems, 38, 19–31. doi: 10.1016/S0167-9236(03)00062-9
Yasmeen, S., Alam, M. T., Mushtaq, M., & Bukhari, M. A. (2015, Oct - Dec). Comparative study of the availability and
use of information technology in the subject of education in public and private universities of Islamabad and
Rawalpindi. SAGE Open, 1–7. doi: 10.1177/2158244015608228
Yildirim, S. (2000). Effects of an educational computing course on pre-service and in-service teachers: A discussion and
analysis of attitudes and use. Journal of Research on Computing in Education, 32(4), 479–495. doi:
10.1080/08886504.2000.10782293
Yuen, H.K., Law, N., & Chan, H. (1999). Improving IT training for serving teachers through evaluation. In G. Cumming,
T. Okamoto, & L. Gomez (Eds.), Advanced research in computers and communications in education, 2, 441–
448). Amsterdam: IOS Press.
Zhao, X., Lynch Jr., J. G., & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediations
analysis. Journal of Consumer Research, 37(2), 197-206. doi: 10.1086/651257
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Englewood Cliffs, NJ:
Prentice Hall.
Askar P., & Umay, A. (2001). Pre-service elementary mathematics teachers’ computer self-efficacy, attitudes towards
computers, and their perceptions of computer enriched learning environments. In C. Crawford, D. A. Willis, R.
Carlsen, I. Gibson, K. McFerrin, J. Price & R. Weber (Eds.), Proceedings of Society for Information Technology
and Teacher Education International Conference 2001 (pp. 2262–2263). Chesapeake, VA: AACE
Ballone, L. M., & Czerniak, C. M. (2001). Teacher’s beliefs about accommodating students’ learning styles in Science
classes. Electronic Journal of Science Education, 6(2), 1-44. https://files.eric.ed.gov/fulltext/ED463146.pdf
Boe, T. (2014). Adoption of technology in higher education: Expanding the technology acceptance model. Norsk
Konferanse for Organisasjoners Bruk Av IT, 22(1). https://ojs.bibsys.no/index.php/Nokobit/article/view/38/36
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS
Quarterly, 13(3), 319-340. doi: 10.2307/249008
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two
theoretical models. Management Science, 35(8), 928– 1003. doi:10.1111/j.1467-8535.2008.00913.x
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behaviour: An introduction to theory and research.
Reading, MA: Addison-Wesley.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement
error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.2307/3151312
Geisser, S. (1974). A predictive approach to the random effect model. Biometrika, 61(1), 101-107.
Groves, M. M., & Zemel, P. C. (2000). Instructional technology adoption in higher education: An action research case
study. International Journal of Instructional Media, 27(1), 57–63. https://eric.ed.gov/?id=EJ605307
Hair, J., Hollingsworth, C.L., Randolph, A.B. and Chong, A.Y.L. (2017). An updated and expanded assessment of PLS-
SEM in information systems research. Industrial Management & Data Systems, 117(3), 442-
458. https://doi.org/10.1108/IMDS-04-2016-0130
Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and
Practice, 19(2), 139-152. doi: 10.2753/MTP1069-6679190202
Hair, J. F., Ringle, C. M., & Sarstedt, M. (2013). Partial least squares structural equation modelling: Rigorous
applications, better results and higher acceptance. Long Range Planning, 46, 1-12. doi:
10.1080/09585192.2017.1416655
Hair, J. F., Sarstedt, M., Ringle, C. M., & Gudergan, S. P. (2018). Advanced Issues in Partial Least Squares Structural
Equation Modeling (PLS-SEM). Thousand Oaks, CA: Sage.
Hashim, R., Hameed, S., Ayyub, A., Ali, S., & Raza, G. (2016). Internet use: Disruptive or enhancing towards learning?
Views & Perceptions of undergraduate medical students. Pak Armed Forces Med J, 66(1), 157-161.
http://pafmj.org/pdfs/February-2016/33.pdf
Irum, S., & Munshi, P. (2015). Application of information and communication technology (ICTs) in teaching and learning
at teacher training institutions. The Sindh University Journal of Education, 44 (2), 231-246.
http://sujo.usindh.edu.pk/index.php/SUJE/article/view/1985
Kamal, A. R. N. B., & Banu, A. T. (2010). ICT in higher education – A study. Canadian Journal on Data, Information
and Knowledge Engineering, 1(1).
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.453.8720&rep=rep1&type=pdf
Kasse, J. P., Moya, M., & Nansubuga, A. K. (2015). Facilitating condition for e-learning adoption—Case of Ugandan
universities. Journal of Communication and Computer, 12, 244-249. doi: 10.17265/1548-7709/2015.05.004
Lim, C. P., & Khine, M. S. (2006). Managing teachers' barriers to ICT integration in Singapore schools. Journal of
Technology and Teacher Education, 14(1), 97-125.
Ma, W. W-K., Andersson, R., & Streith, K-O. (2005). Examining user acceptance of computer technology: An empirical
study of student teachers. Journal of Computer Assisted Learning, 21(6), 387–395. doi: 10.1111/j.1365-
2729.2005.00145.x
Mahmood, M. A., Hall, L., & Swanberg, D. L. (2001). Factors affecting information technology usage: A meta-analysis
of the empirical literature. Journal of Organizational Computing and Electronic Commerce, 11(2), 107–130.
doi:10.1207/s15327744joce1102_02
Marcinkiewicz, H.R., & Regstad, N.G. (1996). Using subjective norms to predict teachers’ computer use. Journal of
Computing in Teacher Education, 13(1), 27–33. doi: 10.1080/10402454.1996.11008223
Munir, S. S., & Khan, I. (2015). Practices and integration of ICT at private higher secondary level in Pakistan.
International Journal on New Trends in Education and their Implications (IJONTE), 6(2).
https://www.researchgate.net/publication/292368504_PRACTICES_AND_INTEGRATION_OF_ICT_AT_PR
IVATE_HIGHER_SECONDARY_LEVEL_IN_PAKISTAN
Paechter, M., & Maier, B. (2010). Online or face-to-face? Students' experiences and preferences in e-learning. Internet
and Higher Education, 13, 292-297.
Raman, A., Malik, B., Kasa, M. D., Sofian, K., & Hussin, F. (2015). Teachers’ attitude towards computer use in classroom
practice. Scholars Journal of Arts, Humanities and Social Sciences, 3(3A), 646-659
Ringle, C. M., Wende, S., & Becker, J.-M. (2015). SmartPLS 3. Bönningstedt: SmartPLS. Retrieved from
http://www.smartpls.com
Shapka, J. D., & Ferrari, M. (2003). Computer-related attitudes and actions of teacher candidates. Computers in Human
Behaviour, 19(3), 319–334. doi: 10.1016/S0747-5632(02)00059-6
Siddiquah, A., & Salim, Z. (2017). The ICT facilities, skills, usage, and the problems faced by the students of higher
education. EURASIA Journal of Mathematics Science and Technology Education, 13(8), 4987-4994. doi:
10.12973/eurasia.2017.00977a
Sime, D., & Priestley, M. (2005). Student teachers’ first reflections on ICT in classroom learning: Implications for initial
teacher education. Journal of Computer Assisted Learning, 21(2), 130–143. doi:10.1111/j.1365-
2729.2005.00120.x
Sugar, W., Crawley, F., & Fine, B. (2004) Examining teachers’ decisions to adopt new technology. Educational
Technology and Society, 7(4), 201–213.
http://norhisham.pbworks.com/f/Examining+teachers%E2%80%99+decisions+to+adopt+new+technology19.p
df
Taylor, S., & Todd, P. A. (1995) Understanding information technology usage: A test of competing models. Information
Systems Research, 6(2), 144–176. doi: 10.1287/isre.6.2.144
Teo, T. (2010). A path analysis of pre-service teachers' attitudes to computer use: Applying and extending the technology
acceptance model in an educational context. Interactive Learning Environments, 18(1), 65-79.
doi:10.1080/10494820802231327
Teo, T. (2011). Factors influencing teachers' intention to use technology: Model development and test. Computers &
Education, 57(4), 2432-2440. doi:10.1016/j.compedu.2011.06.008
Teo, T., Lee, C. B. & Chai, C. S. (2008). Understanding pre-service teachers’ computer attitudes: Applying and extending
the technology acceptance model. Journal of Computer Assisted Learning, 24, 128–143. doi: 10.1111/j.1365-
2729.2007.00247.x
Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on intervention. Decision
Sciences, 39(2), 273-315. doi: 10.1111/j.1540-5915.2008.00192.x
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal
field studies. Management Science, 46(2), 186–204. http://www.jstor.org/stable/263475
Yang, H., & Yoo, Y. (2004). It’s all about attitude: Revisiting the technology acceptance model. Decision Support
Systems, 38, 19–31. doi: 10.1016/S0167-9236(03)00062-9
Yasmeen, S., Alam, M. T., Mushtaq, M., & Bukhari, M. A. (2015, Oct - Dec). Comparative study of the availability and
use of information technology in the subject of education in public and private universities of Islamabad and
Rawalpindi. SAGE Open, 1–7. doi: 10.1177/2158244015608228
Yildirim, S. (2000). Effects of an educational computing course on pre-service and in-service teachers: A discussion and
analysis of attitudes and use. Journal of Research on Computing in Education, 32(4), 479–495. doi:
10.1080/08886504.2000.10782293
Yuen, H.K., Law, N., & Chan, H. (1999). Improving IT training for serving teachers through evaluation. In G. Cumming,
T. Okamoto, & L. Gomez (Eds.), Advanced research in computers and communications in education, 2, 441–
448). Amsterdam: IOS Press.
Zhao, X., Lynch Jr., J. G., & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediations
analysis. Journal of Consumer Research, 37(2), 197-206. doi: 10.1086/651257
Published
2023-12-31
How to Cite
Hashim, F., & Thomas, M. (2023). Student-Teachers’ Attitude towards ICT Use: An Application and Modification of the Technology Acceptance Model (TAM) in Education. Journal of Social Sciences and Media Studies, 7(2), 27-37. https://doi.org/10.58921/jossams.07.02.0296
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