TY  - JOUR
T1  - Extending Technology Acceptance Model with Scientific Epistemological and Science Teaching Efficacy Beliefs: A Study with Preservice Teachers
AU  - Kartal, Büşra
AU  - Kartal, Tezcan
AU  - Kızıltepe, İbrahim Serdar
PY  - 2022
DA  - January
DO  - 10.21891/jeseh.1055590
JF  - Journal of Education in Science Environment and Health
JO  - JESEH
PB  - ISRES Publishing
WT  - DergiPark
SN  - 2149-214X
SP  - 1
EP  - 16
VL  - 8
IS  - 1
LA  - en
AB  - The technology acceptance model (TAM) is a widely used framework to investigate factors influencing technology use in education. TAM refers to aperson’s technology-related attitudes and beliefs influencing intention to use andactual use of technology and seeks predictors of behaviors whether to accept orreject using technology. There are various external variables extended to TAM toincrease the predictivity of the model and the generalizability of findings.However, what is not yet clear is the impact of teacher-related variables such asteaching efficacy and epistemological beliefs on teachers’ technology acceptanceand behavioral intention. This study examined 710 preservice teachers’ technology acceptance using an extended-TAM with scientific epistemologicaland science teaching efficacy beliefs. Data were collected through a self-reportedmeasurement tool. Structural equation modeling was used to analyze data.Results revealed that the research model explained 59% of the variance inbehavioral intention, and perceived usefulness is the most prominent determinantof behavioral intention. The subdimension of scientific epistemological beliefs,justification, is the strongest determinant in influencing TAM constructs amongthe external variables (epistemological and science teaching efficacy beliefs).Science teaching efficacy beliefs had small effects on technology acceptanceconstructs. Recommendations were made based on the findings.
KW  - Technology acceptance model
KW  - Science teaching efficacy beliefs
KW  - Epistemological beliefs
KW  - Preservice teachers
CR  - Ajzen, I. (2006). Constructing a theory of planned behavior questionnaire. University of Massachusetts Amherst, 1-7. Retrieved from http://people.umass.edu/aizen/pdf/tpb.measurement.pdf on 1 October 2021.
CR  - Akar, S. G. M. (2019). Does it matter being innovative: Teachers’ technology acceptance. Education and Information Technologies, 24(6), 3415-3432. https://doi.org/10.1007/s10639-019-09933-z
CR  - Al-Azawei, A., & Alowayr, A. (2020). Predicting the intention to use and hedonic motivation for mobile learning: A comparative study in two Middle Eastern countries. Technology in Society, 62, 101325. https://doi.org/10.1016/j.techsoc.2020.101325
CR  - Anderson, S. E., Groulx, J. G., & Maninger, R. M. (2011). Relationships among preservice teachers’ technology-related abilities, beliefs, and intentions to use technology in their future classrooms. Journal of Educational Computing Research, 45(3), 321-338. https://doi.org/10.2190%2FEC.45.3.d
CR  - Avcı Yucel, U., & Gulbahar, Y. (2013). Technology acceptance model: A review of the prior predictors. Ankara University Journal of Faculty of Educational Sciences (JFES), 46(1), 89-109. https://doi.org/10.1501/Egifak_0000001275
CR  - Aypay, A., Celik, H. C., Aypay, A., & Sever, M. (2012). Technology acceptance in education: A study of pre-service teachers in Turkey. Turkish Online Journal of Educational Technology-TOJET, 11(4), 264-272.
CR  - Bahcivan, E. (2014). Examining relationships among Turkish pre-service science teachers’ conceptions of teaching and learning, scientific epistemological beliefs and science teaching efficacy beliefs. Journal of Baltic Science Education, 13(6), 870-882.
CR  - Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84(2), 191-215.
CR  - Bano, M., Zowghi, D., Kearney, M., Schuck, S., & Aubusson, P. (2018). Mobile learning for science and mathematics school education: A systematic review of empirical evidence. Computers & Education, 121, 30-58. https://doi.org/10.1016/j.compedu.2018.02.006
CR  - Bardakcı, S., & Alkan, M. F. (2019). Investigation of Turkish preservice teachers’ intentions to use IWB in terms of technological and pedagogical aspects. Education and Information Technologies, 24(5), 2887-2907. https://doi.org/10.1007/s10639-019-09904-4
CR  - Baydas, O., & Goktas, Y. (2017). A model for preservice teachers’ intentions to use ICT in future lessons. Interactive Learning Environments, 25(7), 930-945. https://doi.org/10.1080/10494820.2016.1232277
CR  - Becker, S., Klein, P., Gößling, A., & Kuhn, J. (2020). Using mobile devices to enhance inquiry-based learning processes. Learning and Instruction, 69, 101350. https://doi.org/10.1016/j.learninstruc.2020.101350
CR  - Blonder, R., Jonatan, M., Bar-Dov, Z., Benny, N., Rap, S., & Sakhnini, S. (2013). Can you tube it? Providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs. Chemistry Education Research and Practice, 14(3), 269-285. https://doi.org/10.1039/C3RP00001J
CR  - Bondy, E., Ross, D., Adams, A., Nowak, R., Brownell, M., Hoppey, D., ... & Stafford, L. (2007). Personal epistemologies and learning to teach. Teacher Education and Special Education, 30(2), 67-82. https://doi.org/10.1177%2F088840640703000202
CR  - Byrne, B. M. (2016). Structural equation modeling with Amos: Basic concepts, applications, and programming (3rd Ed.). Taylor & Francis Group: New York. http://www.routledge.com/9781138797031
CR  - Cheng, M. M., Chan, K. W., Tang, S. Y., & Cheng, A. Y. (2009). Pre-service teacher education students’ epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education, 25(2), 319-327. https://doi.org/10.1016/j.tate.2008.09.018
CR  - Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd Ed.). Hillsdale, NJ: Erlbaum.
CR  - Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29(2), 186-204. https://doi.org/10.1016/j.cedpsych.2004.01.004
CR  - Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th Ed.). Boston: Pearson Education.
CR  - Davis, F. D. (1985). A technology acceptance model for empirically testing new end-user information systems: Theory and results (PhD). Cambridge, MA: Massachusetts Institute of Technology. Retrieved from https://dspace.mit.edu/bitstream/handle/1721.1/15192/14927137-MIT.pdf?sequence=2.
CR  - Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
CR  - Demirbag, M., & Bahcivan, E. (2021). Comprehensive exploration of digital literacy: Embedded with self-regulation and epistemological beliefs. Journal of Science Education and Technology, 30(3), 448-459. https://doi.org/10.1007/s10956-020-09887-9
CR  - Deng, F., Chai, C. S., Tsai, C. C., & Lee, M. H. (2014). The relationships among Chinese practicing teachers’ epistemic beliefs, pedagogical beliefs and their beliefs about the use of ICT. Journal of Educational Technology & Society, 17(2), 245-256. https://www.jstor.org/stable/10.2307/jeductechsoci.17.2.245
CR  - Ekici, D. I. (2018). Development of pre-service teachers’ teaching self-efficacy beliefs through an online community of practice. Asia pacific education review, 19(1), 27-40. https://doi.org/10.1007/s12564-017-9511-8
CR  - Eksail, F. A. A., & Afari, E. (2020). Factors affecting trainee teachers’ intention to use technology: A structural equation modeling approach. Education and Information Technologies, 25(4), 2681-2697. https://doi.org/10.1007/s10639-019-10086-2
CR  - Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90(8), 694-706. https://doi.org/10.1111/j.1949-8594.1990.tb12048.x
CR  - Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA.; Don Mills, Ontario: Addison-Wesley.
CR  - 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/10.1177%2F002224378101800104
CR  - Gagnier, K. M., Holochwost, S. J., & Fisher, K. R. (2021). Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers’ beliefs, perceptions, and self‐efficacy. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21722
CR  - Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582. https://psycnet.apa.org/doi/10.1037/0022-0663.76.4.569
CR  - Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572-2593. https://doi.org/10.1111/bjet.12864
CR  - Güneş, E., & Bahçivan, E. (2018). A mixed research-based model for pre-service science teachers’ digital literacy: Responses to “which beliefs” and “how and why they interact” questions. Computers & Education, 118, 96-106. https://doi.org/10.1016/j.compedu.2017.11.012
CR  - Gurer, M. D., & Akkaya, R. (2021). The influence of pedagogical beliefs on technology acceptance: a structural equation modeling study of pre-service mathematics teachers. Journal of Mathematics Teacher Education, 1-17. https://doi.org/10.1007/s10857-021-09504-5
CR  - Gyamfi, S. A. (2016). Identifying Ghanaian pre-service teachersâ readiness for computer use: A Technology Acceptance Model approach. International Journal of Education and Development using ICT, 12(2), 105-122.
CR  - Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. (2019). Multivariate data analysis (8th Ed.). United Kingdom: Pearson Education, Inc.
CR  - Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140. https://doi.org/10.3102%2F00346543067001088
CR  - Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and teacher education, 21(4), 343-356. https://doi.org/10.1016/j.tate.2005.01.007
CR  - Huang, F., & Teo, T. (2019). Influence of teacher-perceived organisational culture and school policy on Chinese teachers’ intention to use technology:  An extension of technology acceptance model. Educational Technology Research and Development, 68, 1547-1567. https://doi.org/10.1007/s11423-019-09722-y
CR  - Huang, F., & Teo, T. (2021). Examining the role of technology‐related policy and constructivist teaching belief on English teachers’ technology acceptance: A study in Chinese universities. British Journal of Educational Technology, 52(1), 441-460. https://doi.org/10.1111/bjet.13027
CR  - Huang, S. Y., Kuo, Y. H., & Chen, H. C. (2020). Applying digital escape rooms infused with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability. Thinking Skills and Creativity, 37, 100681. https://doi.org/10.1016/j.tsc.2020.100681
CR  - Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. Journal of Educational Technology & Society, 21(3), 48-59. https://www.jstor.org/stable/26458506
CR  - Kapucu, S., & Bahçivan, E. (2015). High school students’ scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics: A structural equation model. Research in Science & Technological Education, 33(2), 252-267. https://doi.org/10.1080/02635143.2015.1039976
CR  - Kartal, B., & Çınar, C. (2018). Examining pre-service mathematics teachers’ beliefs of TPACK during a method course and field experience. Malaysian Online Journal of Educational Technology (MOJET) 6(3), 11-37. http://dx.doi.org/10.17220/mojet.2018.03.002
CR  - Kartal, B. (2019). Examining pre-service teachers’ attitudes beliefs, and intentions related to using educational technologies. YYÜ Journal of Education Faculty, 16(1), 436-463. http://dx.doi.org/10.23891/efdyyu.2019.132
CR  - Kartal, B. (2020). Pre-service science and mathematics teachers' teaching efficacy beliefs and attitudes toward teaching: A partial correlation research. Australian Journal of Teacher Education (Online), 45(9), 42-61. http://dx.doi.org/10.14221/ajte.2020v45n9.3
CR  - Kartal, T., & Dilek, I. (2021). Developing pre-service elementary science teachers’ science teaching efficacy beliefs through microteaching by promoting efficacy sources. International Journal on Social and Education Sciences, 3(4), 710-731. https://doi.org/10.46328/ijonses.124
CR  - Kızıltepe, İ. S., & Kartal, T. (2021). Examination of pre-service teachers’ epistemological beliefs in terms of multiple variables. Journal of Kırşehir Education Faculty, 22(3), 2036-2069. https://doi.org/10.29299/kefad.990289
CR  - Kline, R. B. (2011). Convergence of structural equation modeling and multilevel modeling. In M. Williams (Ed.), The SAGE Handbook of Methodological Innovation. Thousand Oaks, CA: Sage.
CR  - Lee, J., Cerreto, F. A., & Lee, J. (2010). Theory of planned behavior and teachers’ decisions regarding use of educational technology. Journal of Educational Technology & Society, 13(1), 152-164. https://www.jstor.org/stable/10.2307/jeductechsoci.13.1.152
CR  - Lee, S. W. Y., Luan, H., Lee, M. H., Chang, H. Y., Liang, J. C., Lee, Y. H., ... & Tsai, C. C. (2021). Measuring epistemologies in science learning and teaching: A systematic review of the literature. Science Education, 105, 880-907. https://doi.org/10.1002/sce.21663
CR  - Li, Y., Garza, V., Keicher, A., & Popov, V. (2019). Predicting high school teacher use of technology: Pedagogical beliefs, technological beliefs and attitudes, and teacher training. Technology, Knowledge and Learning, 24(3), 501-518. https://doi.org/10.1007/s10758-018-9355-2
CR  - Min, M., Akerson, V., & Aydeniz, F. (2020). Exploring preservice teachers’ beliefs about effective science teaching through their collaborative oral reflections. Journal of Science Teacher Education, 31(3), 245-263. https://doi.org/10.1080/1046560X.2019.1690818
CR  - Parkman, S., Litz, D., & Gromik, N. (2018). Examining pre-service teachers’ acceptance of technology-rich learning environments: A UAE case study. Education and Information Technologies, 23(3), 1253-1275. https://doi.org/10.1007/s10639-017-9665-3
CR  - Sang, G., Valcke, M., Van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112. https://doi.org/10.1016/j.compedu.2009.07.010
CR  - Scherer, R., & Teo, T. (2019). Unpacking teachers’ intentions to integrate technology: A meta-analysis. Educational Research Review, 27, 90-109. https://doi.org/10.1016/j.edurev.2019.03.001
CR  - Scherer, R., Siddiq, F., & Tondeur, J. (2020). All the same or different? Revisiting measures of teachers’ technology acceptance. Computers & Education, 143, 103656. https://doi.org/10.1016/j.compedu.2019.103656
CR  - Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational psychologist, 39(1), 19-29. https://doi.org/10.1207/s15326985ep3901_3
CR  - Siyam, N. (2019). Factors impacting special education teachers’ acceptance and actual use of technology. Education and Information Technologies, 24(3), 2035-2057. https://doi.org/10.1007/s10639-018-09859-y
CR  - Tekkaya, C., Cakiroglu, J., & Ozkan, O. (2004). Turkish pre-service science teachers’ understanding of science and their confidence in teaching it. Journal of Education for Teaching, 30(1), 57-68. https://doi.org/10.1080/0260747032000162316
CR  - Teo, T. (2008). Pre-service teachers’ attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4). https://doi.org/10.14742/ajet.1201
CR  - Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302-312. https://doi.org/10.1016/j.compedu.2008.08.006
CR  - 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. https://doi.org/10.1080/10494820802231327
CR  - Teo, T., & Zhou, M. (2017). The influence of teachers’ conceptions of teaching and learning on their technology acceptance. Interactive Learning Environments, 25(4), 513-527. https://doi.org/10.1080/10494820.2016.1143844
CR  - Teo, T., Chai, C. S., Hung, D., & Lee, C. B. (2008). Beliefs about teaching and uses of technology among pre‐service teachers. Asia‐Pacific Journal of Teacher Education, 36(2), 163-174. https://doi.org/10.1080/13598660801971641
CR  - Teo, T., Fan, X., & Du, J. (2015). Technology acceptance among pre-service teachers: Does gender matter?. Australasian Journal of Educational Technology, 31(3). https://doi.org/10.14742/ajet.1672
CR  - Teo, T., Ursavaş, Ö. F., & Bahçekapili, E. (2012). An assessment of pre-service teachers’ technology acceptance in Turkey: A structural equation modeling approach. Asia-Pacific Education Researcher, 21(1), 191-202. http://researchrepository.murdoch.edu.au/id/eprint/48415
CR  - Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
CR  - Ursavaş, Ö., Şahin, S., & McIlroy, D. (2014). Technology acceptance measure for teachers: T-TAM. Journal of Theory and Practice in Education, 10(4), 885-917. Retrieved from https://dergipark.org.tr/tr/pub/eku/issue/5462/74152
CR  - Venkatesh, V. (2000). Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model. Information systems research, 11(4), 342-365. https://doi.org/10.1287/isre.11.4.342.11872
CR  - Wong, K. T., Teo, T., & Russo, S. (2012). Influence of gender and computer teaching efficacy on computer acceptance among Malaysian student teachers: An extended technology acceptance model. Australasian Journal of Educational Technology, 28(7). https://doi.org/10.14742/ajet.796
UR  - https://doi.org/10.21891/jeseh.1055590
L1  - https://dergipark.org.tr/en/download/article-file/2183169
ER  -