Exploring pre‐service teachers' use of technology: The technology acceptance model and expectancy–value theory

Understanding how prepared teachers are to use technology to enhance their teaching can assist researchers to support them better, yet the theoretical basis for understanding teachers' self‐beliefs is in need of stronger empirical support. The first objective of this study was to replicate and extend prior research that empirically tested portions of the technology acceptance model (TAM) amongst pre‐service teachers. The second objective was to empirically test an alternative set of antecedents of behavioural intentions to use technology based on the expectancy–value theory (EVT). Four theoretical models were tested using structural equation modelling with a sample of pre‐service teachers (N = 249). Results provide support for the TAM and the extended TAM models, however, no support was found for the combined EVT and TAM models. We discuss the implications to promote teacher integration of technology in the classroom by creating facilitating conditions. Lay Description What is already known about this topic Integrating technology into classroom instruction can support student learning. Teachers are not using technology in their classrooms to its full potential. The technology acceptance model partially explains teachers' adoption of technology in their classrooms. The expectancy–value theory explains achievement‐related choices, persistence and behaviours. What this paper adds This study replicates the results reported in a high‐impact paper (Teo, Lee, & Chai, 2008). This study extends the results reported by Teo et al. (2008) by including a measure of behavioural intentions. This study extends prior work by testing the utility of the expectancy–value theory for predicting behavioural intentions. This study extends prior work by testing an integrative model informed by the technology acceptance model and the expectancy–value theory. Results replicate and extend prior research on the technology acceptance model, however issues with measurement make it difficult to test the relevance of the expectancy–value theory in this context. Implications for practice and/or policy Possible implications for practice include providing a framework for better understanding how to support pre‐service teachers' computer attitude and behavioural intentions associated with technology use in the classroom.