Technology acceptance among pre-service teachers: Does gender matter?

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Bibliographic Details
Title:	Technology acceptance among pre-service teachers: Does gender matter?
Authors:	Timothy Teo¹, Xitao Fan¹, Jianxia Du¹
Source:	Australasian Journal of Educational Technology. 2015, Vol. 31 Issue 3, p235-251. 17p. 2 Diagrams, 7 Charts.
Subject Terms:	Student teacher attitudes, Educational technology research, Attitudes toward technology, Gender differences (Psychology), Mathematical symmetry
Abstract:	This study examined possible gender differences in pre-service teachers' perceived acceptance of technology in their professional work under the framework of the technology acceptance model (TAM). Based on a sample of pre-service teachers, a series of progressively more stringent measurement invariance tests (configural, metric, and scalar invariances, as well as latent mean difference) were conducted. Practically, the findings revealed that, while the gender groups showed no statistical difference on perceived usefulness, attitudes toward technology, intention to use technology, female pre-service teachers had lower scores on perceived ease of use, suggesting that technology use is more challenging for female pre-service teachers than for their male counterparts. Technically, the findings provided support for full configural and metric invariance, and for partial scalar invariance. Discussions about the findings and their practical implications concerning teacher training are provided. Future research directions are also suggested. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study examined possible gender differences in pre-service teachers' perceived acceptance of technology in their professional work under the framework of the technology acceptance model (TAM). Based on a sample of pre-service teachers, a series of progressively more stringent measurement invariance tests (configural, metric, and scalar invariances, as well as latent mean difference) were conducted. Practically, the findings revealed that, while the gender groups showed no statistical difference on perceived usefulness, attitudes toward technology, intention to use technology, female pre-service teachers had lower scores on perceived ease of use, suggesting that technology use is more challenging for female pre-service teachers than for their male counterparts. Technically, the findings provided support for full configural and metric invariance, and for partial scalar invariance. Discussions about the findings and their practical implications concerning teacher training are provided. Future research directions are also suggested. [ABSTRACT FROM AUTHOR]
ISSN:	14493098
DOI:	10.14742/ajet.1672