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dc.contributor.authorTeo, Timothy
dc.contributor.authorUrsavaş, Ömer Faruk
dc.contributor.authorBahçekapılı, Ekrem
dc.date.accessioned2020-12-19T20:11:07Z
dc.date.available2020-12-19T20:11:07Z
dc.date.issued2011
dc.identifier.citationTeo, T., Ursavaş, Ö.F. & Bahçekapılı, E. (2011). Efficiency of the technology acceptance model to explain pre-service teachers' intention to use technology: A Turkish study. Campus-Wide Information Systems, 28(2), 91-101. https://doi.org/10.1108/10650741111117798en_US
dc.identifier.issn1065-0741
dc.identifier.urihttps://doi.org/10.1108/10650741111117798
dc.identifier.urihttps://hdl.handle.net/11436/3665
dc.description.abstractPurpose: The purpose of this study is to assess the efficiency of the technology acceptance model (TAM) to explain pre-service teachers' intention to use technology in Turkey. Design/methodology/approach: A total of 197 pre-service teachers from a Turkish university completed a survey questionnaire measuring their responses to four constructs which explain their intention to use technology: attitude towards computer use, perceived usefulness, and perceived ease of use. A structural equation modeling (SEM) approach was employed for modeling and data analysis. Findings: Results revealed that the TAM is an efficient model to explain the intention to use technology of Turkish pre-service teachers. The proportion of variance explained in pre-service teachers' intention to use technology by its antecedents was 51 percent. In addition, four out of five hypotheses were supported in this study. Overall, the data in this study provided support that the TAM is a fairly efficient model with a potential to help in understanding technology acceptance pre-service teachers in Turkey. Originality/value: The TAM is a well-tested and validated model to explain the intention to use technology. However, information on its cross-cultural validity is limited. This study validated the TAM on a sample of pre-service teachers in Turkey and the results provided initial support for the cross-cultural validity of the TAM. © Emerald Group Publishing Limited.en_US
dc.language.isoengen_US
dc.publisherEmerald Group Publishing Limiteden_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectIntentional learningen_US
dc.subjectTeachersen_US
dc.subjectTechnology led strategyen_US
dc.subjectTurkeyen_US
dc.titleEfficiency of the technology acceptance model to explain pre-service teachers' intention to use technology: A Turkish studyen_US
dc.typearticleen_US
dc.contributor.departmentRTEÜ, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümüen_US
dc.contributor.institutionauthorUrsavaş, Ömer Faruk
dc.contributor.institutionauthorBahçekapılı, Ekrem
dc.identifier.doi10.1108/10650741111117798
dc.identifier.volume28en_US
dc.identifier.issue2en_US
dc.identifier.startpage93en_US
dc.identifier.endpage101en_US
dc.relation.journalCampus-Wide Information Systemsen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US


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