Examining technology acceptance of pre-service mathematics teachers in Turkey: A structural equation modeling approach

Among teacher beliefs, technology acceptance has a crucial role in effective technology integration into teaching. There is a need to examine the factors affecting future teachers' acceptance of technology in Turkey, where great investments have been made on the dissemination of technology in schools, and great emphasis has been put on the effective use of technology. The purpose of this study was to investigate Turkey's pre-service mathematics teachers' intentions to use technology in their future teaching. Technology Acceptance Model (TAM) was used as a framework and was expanded with different variables, including facilitating conditions, subjective norms, and technology self-efficacy. In this study, the relationships between these variables were examined. Data were collected from 530 pre-service mathematics teachers using a self-reported questionnaire, which explained their intentions to use technology. To test the model, a structural equation modeling approach was used. The results indicated that facilitating conditions, subjective norms, and attitudes toward technology were significant predictors of intention to use technology. Technology self-efficacy significantly determined the perceived ease of use. Perceived ease of use and perceived usefulness of technology significantly influenced pre-service teachers' attitudes toward technology. Not only technical infrastructure but also technical and design support would be provided in schools to increase pre-service teachers' intention to use technology. In addition, teacher educators would provide learning environments where pre-service teachers experience more with current technology.