International Journal of Man-Machine Studies
International Journal of Human-Computer Studies
Examining technology acceptance by school teachers: a longitudinal study
Information and Management
Mediating the impact of technology usage on perceived ease of use by anxiety
Computers & Education
Modelling technology acceptance in education: A study of pre-service teachers
Computers & Education
Information and Management
Relations between faculty use of online academic resources and student class attendance
Computers & Education
Teachers' thoughts on e-readers in the elementary school classroom
Education and Information Technologies
International Journal of Business Information Systems
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Among the key players in any effective integration of technology in teaching and learning is the teacher. Despite the research that has been conducted to examine the factors that explain teachers' intention to use technology, few have developed a model to statistically explain the interactions among these factors and how they influence teachers' intention to use technology. Five variables (perceived usefulness, perceived ease of use, subjective norm, facilitating conditions, and attitude towards use) and behavioural intention to use technology were used to build a research model in this study and structural equation modelling was used for parameter estimation and model testing. Self-reported data were gathered from 592 teachers from schools in Singapore. Results revealed a good model fit and of the nine hypotheses formulated in this study, eight were supported. Subjective norm was not found to be a significant influence on teachers' intention to use technology while the other four variables were.