Research Article
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Year 2022, , 676 - 693, 30.09.2022
https://doi.org/10.31681/jetol.1125238

Abstract

References

  • Agarwal, R., & Prasad, J. (1998). A conceptual and operational definition of personal innovativeness in the domain of information technology. Information systems research, 9(2), 204-215.
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  • Baydas, O., & Goktas, Y. (2016). Influential factors on preservice teachers' intentions to use ICT in future lessons. Computers in Human Behavior, 56, 170-178. https://doi.org/10.1016/j.chb.2015.11.030
  • 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
  • Baydaş, O., & Yilmaz, R. M. (2018). Pre‐service teachers’ intention to adopt mobile learning: A motivational model. British Journal of Educational Technology, 49(1), 137-152. https://doi.org/10.1111/bjet.12521
  • Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms?. Computers & education, 39(4), 395-414.
  • Bervell, B., Umar, I. N., & Kamilin, M. H. (2020). Towards a model for online learning satisfaction (MOLS): Re-considering non-linear relationships among personal innovativeness and modes of online interaction. Open Learning: The Journal of Open, Distance and e-Learning, 35(3), 236-259. https://doi.org/10.1080/02680513.2019.1662776
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  • Bozionelos, N., Bozionelos, G., Polychroniou, P., & Kostopoulos, K. (2014). Mentoring receipt and personality: Evidence for non-linear relationships. Journal of Business Research, 67(2), 171-181.
  • Chang, C. T., Hajiyev, J., & Su, C. R. (2017). Examining the students’ behavioral intention to use e-learning in Azerbaijan? The general extended technology acceptance model for e-learning approach. Computers & Education, 111, 128-143. https://doi.org/10.1016/j.compedu.2017.04.010
  • 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
  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–47. https://doi.org/10.1177/002224378101800104
  • Garone, A., Pynoo, B., Tondeur, J., Cocquyt, C., Vanslambrouck, S., Bruggeman, B., & Struyven, K. (2019). Clustering university teaching staff through UTAUT: Implications for the acceptance of a new learning management system. British Journal of Educational Technology, 50(5), 2466-2483.
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  • 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, 1-21.
  • Hurt, H. T., Joseph, K., & Cook, C. D. (1977). Scales for the measurement of innovativeness. Human Communication Research, 4(1), 58-65.
  • Im, I., Kim, Y., & Han, H. J. (2008). The effects of perceived risk and technology type on users’ acceptance of technologies. Information & Management, 45(1), 1-9.
  • Jeong, H. I., & Kim, Y. (2017). The acceptance of computer technology by teachers in early childhood education. Interactive Learning Environments, 25(4), 496-512. https://doi.org/10.1080/10494820.2016.1143376
  • Kılıçer, K., & Odabaşı, H. F. (2010). Individual innovativeness scale (IS): The study of adaptation to Turkish, validity and reliability. Hacettepe University Journal of Education, 38 (38), 150-164. Retrieved from https://dergipark.org.tr/en/pub/hunefd/issue/7798/102155
  • Kılıçer, K. (2011). Bilgisayar ve öğretim teknolojileri eğitimi öğretmen adaylarının bireysel yenilikçilik profilleri (Unpublished doctoral dissertation). Anadolu University, Eskişehir.
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  • Kirton, M. J., & De Ciantis, S. M. (1986). Cognitive style and personality: The Kirton adaption-innovation and Cattell's sixteen personality factor inventories. Personality and Individual Differences, 7(2), 141-146.
  • Korukonda, A. R. (2007). Differences that do matter: A dialectic analysis of individual characteristics and personality dimensions contributing to computer anxiety. Computers in human behavior, 23(4), 1921-1942.
  • Lai, C., Wang, Q., & Lei, J. (2012). What factors predict undergraduate students' use of technology for learning? A case from Hong Kong. Computers & Education, 59(2), 569-579. https://doi.org/10.1016/j.compedu.2012.03.006
  • Lai, H. M., & Chen, C. P. (2011). Factors influencing secondary school teachers’ adoption of teaching blogs. Computers & Education, 56(4), 948-960.
  • Lu, Y., Papagiannidis, S., & Alamanos, E. (2019). Exploring the emotional antecedents and outcomes of technology acceptance. Computers in Human Behavior, 90, 153-169. https://doi.org/10.1016/j.chb.2018.08.056
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Does innovativeness matter in technology adoption? Addressing pre-service teachers' intention to use ITs

Year 2022, , 676 - 693, 30.09.2022
https://doi.org/10.31681/jetol.1125238

Abstract

This study aims to identify the factors influencing pre-service teachers' use of information technologies in educational settings and to validate a technology acceptance model that is extended by employing variables related to innovativeness. The data were collected from 1819 pre-service teachers studying in 12 different teacher education programs of a state university. For the analysis, PLS-SEM technique was employed. The results showed that the most influential construct on intention was the perceived usefulness, and the strongest relationship was found between social influence and perceived usefulness. In addition, the relationships between openness and the core technology acceptance constructs were found to be significant. These findings suggest that the openness to change trait is crucial for instructors and the opinions of people who are important to pre-service teachers and social pressure are the primary factors influencing their views in performance increase they can achieve by using technology. Accordingly, social norms, motivational-emotional factors and personality traits regarding innovativeness may have a vital role in technology adoption both theoretically and practically.

References

  • Agarwal, R., & Prasad, J. (1998). A conceptual and operational definition of personal innovativeness in the domain of information technology. Information systems research, 9(2), 204-215.
  • Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Cliffs, NJ: Prentice-Hall.
  • Ali, I. (2019). Personality traits, individual innovativeness and satisfaction with life. Journal of Innovation & Knowledge, 4(1), 38-46.
  • Bagozzi, R. P. (2007). The legacy of the technology acceptance model and a proposal for a paradigm shift. Journal of the association for information systems, 8(4), 3.
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191. https://doi.org/10.1037/0033-295X.84.2.191
  • Bauer, R. A. (1960). Consumer behavior as risk taking. In Proceedings of the 43rd National Conference of the American Marketing Assocation, June 15, 16, 17, Chicago, Illinois, 1960. American Marketing Association.
  • Baydaş, Ö. (2015). Öğretmen Adaylarının Gelecekteki Derslerinde Bilişim Teknolojilerini Kullanma Niyetlerini Belirlemeye Yönelik Bir Model Önerisi (Unpublished doctoral dissertation). Atatürk Üniversitesi, Erzurum.
  • Baydas, O., & Goktas, Y. (2016). Influential factors on preservice teachers' intentions to use ICT in future lessons. Computers in Human Behavior, 56, 170-178. https://doi.org/10.1016/j.chb.2015.11.030
  • 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
  • Baydaş, O., & Yilmaz, R. M. (2018). Pre‐service teachers’ intention to adopt mobile learning: A motivational model. British Journal of Educational Technology, 49(1), 137-152. https://doi.org/10.1111/bjet.12521
  • Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms?. Computers & education, 39(4), 395-414.
  • Bervell, B., Umar, I. N., & Kamilin, M. H. (2020). Towards a model for online learning satisfaction (MOLS): Re-considering non-linear relationships among personal innovativeness and modes of online interaction. Open Learning: The Journal of Open, Distance and e-Learning, 35(3), 236-259. https://doi.org/10.1080/02680513.2019.1662776
  • Bhattacherjee, A., & Hikmet, N. (2007). Physicians' resistance toward healthcare information technology: a theoretical model and empirical test. European Journal of Information Systems, 16(6), 725-737.
  • Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, science and technology education, 5(3), 235-245.
  • Bourgonjon, J., De Grove, F., De Smet, C., Van Looy, J., Soetaert, R., & Valcke, M. (2013). Acceptance of game-based learning by secondary school teachers. Computers & Education, 67, 21-35. https://doi.org/10.1016/j.compedu.2013.02.010
  • Bozionelos, N., Bozionelos, G., Polychroniou, P., & Kostopoulos, K. (2014). Mentoring receipt and personality: Evidence for non-linear relationships. Journal of Business Research, 67(2), 171-181.
  • Chang, C. T., Hajiyev, J., & Su, C. R. (2017). Examining the students’ behavioral intention to use e-learning in Azerbaijan? The general extended technology acceptance model for e-learning approach. Computers & Education, 111, 128-143. https://doi.org/10.1016/j.compedu.2017.04.010
  • 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
  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–47. https://doi.org/10.1177/002224378101800104
  • Garone, A., Pynoo, B., Tondeur, J., Cocquyt, C., Vanslambrouck, S., Bruggeman, B., & Struyven, K. (2019). Clustering university teaching staff through UTAUT: Implications for the acceptance of a new learning management system. British Journal of Educational Technology, 50(5), 2466-2483.
  • Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal
  • of Marketing Theory and Practice, 19(2), 139–151. https://doi.org/10.2753/MTP1069-6679190202
  • Hair, J. J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM). London: SAGE Publications.
  • 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, 1-21.
  • Hurt, H. T., Joseph, K., & Cook, C. D. (1977). Scales for the measurement of innovativeness. Human Communication Research, 4(1), 58-65.
  • Im, I., Kim, Y., & Han, H. J. (2008). The effects of perceived risk and technology type on users’ acceptance of technologies. Information & Management, 45(1), 1-9.
  • Jeong, H. I., & Kim, Y. (2017). The acceptance of computer technology by teachers in early childhood education. Interactive Learning Environments, 25(4), 496-512. https://doi.org/10.1080/10494820.2016.1143376
  • Kılıçer, K., & Odabaşı, H. F. (2010). Individual innovativeness scale (IS): The study of adaptation to Turkish, validity and reliability. Hacettepe University Journal of Education, 38 (38), 150-164. Retrieved from https://dergipark.org.tr/en/pub/hunefd/issue/7798/102155
  • Kılıçer, K. (2011). Bilgisayar ve öğretim teknolojileri eğitimi öğretmen adaylarının bireysel yenilikçilik profilleri (Unpublished doctoral dissertation). Anadolu University, Eskişehir.
  • King, W. R., & He, J. (2006). A meta-analysis of the technology acceptance model. Information & Management, 43(6), 740-755. https://doi.org/10.1016/j.im.2006.05.003
  • Kirton, M. J., & De Ciantis, S. M. (1986). Cognitive style and personality: The Kirton adaption-innovation and Cattell's sixteen personality factor inventories. Personality and Individual Differences, 7(2), 141-146.
  • Korukonda, A. R. (2007). Differences that do matter: A dialectic analysis of individual characteristics and personality dimensions contributing to computer anxiety. Computers in human behavior, 23(4), 1921-1942.
  • Lai, C., Wang, Q., & Lei, J. (2012). What factors predict undergraduate students' use of technology for learning? A case from Hong Kong. Computers & Education, 59(2), 569-579. https://doi.org/10.1016/j.compedu.2012.03.006
  • Lai, H. M., & Chen, C. P. (2011). Factors influencing secondary school teachers’ adoption of teaching blogs. Computers & Education, 56(4), 948-960.
  • Lu, Y., Papagiannidis, S., & Alamanos, E. (2019). Exploring the emotional antecedents and outcomes of technology acceptance. Computers in Human Behavior, 90, 153-169. https://doi.org/10.1016/j.chb.2018.08.056
  • Luan, W. S., & Teo, T. (2009). Investigating the technology acceptance among student teachers in Malaysia: An application of the technology acceptance model (TAM). Asia-Pacific Education Researcher, 18(2), 261-272.
  • Luo, X., Li, H., Zhang, J., & Shim, J. P. (2010). Examining multi-dimensional trust and multi-faceted risk in initial acceptance of emerging technologies: An empirical study of mobile banking services. Decision support systems, 49(2), 222-234.
  • Martins, C., Oliveira, T., & Popovič, A. (2014). Understanding the Internet banking adoption: A unified theory of acceptance and use of technology and perceived risk application. International journal of information management, 34(1), 1-13. https://doi.org/10.1016/j.ijinfomgt.2013.06.002
  • Mayya, S. (2007). Integrating New Technology to Commerce Curriculum: How to Overcome Teachers' Resistance?. Online Submission, 6(1).
  • Ngai, E. W., Poon, J. K. L., & Chan, Y. H. (2007). Empirical examination of the adoption of WebCT using TAM. Computers & Education, 48(2), 250-267. https://doi.org/10.1016/j.compedu.2004.11.007
  • Nistor, N., Baltes, B., & Schustek, M. (2012). Knowledge sharing and educational technology acceptance in online academic communities of practice. Campus-Wide Information Systems. https://doi.org/10.1108/10650741211212377
  • Nov, O., & Ye, C. (2008, January). Personality and technology acceptance: Personal innovativeness in IT, openness and resistance to change. In Proceedings of the 41st annual Hawaii international conference on system sciences (HICSS 2008) (pp. 448-448). IEEE.
  • Oreg, S. (2003). Resistance to change: Developing an individual differences measure. Journal of applied psychology, 88(4), 680.
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There are 77 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Ferhan Şahin 0000-0003-4973-9562

Özcan Dursun 0000-0002-5866-5748

Publication Date September 30, 2022
Published in Issue Year 2022

Cite

APA Şahin, F., & Dursun, Ö. (2022). Does innovativeness matter in technology adoption? Addressing pre-service teachers’ intention to use ITs. Journal of Educational Technology and Online Learning, 5(3), 676-693. https://doi.org/10.31681/jetol.1125238


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