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The purpose of this study is to assess the efficiency of the technology acceptance model (TAM) to explain pre‐service teachers' intention to use technology in Turkey.

A total of 197 pre‐service teachers from a Turkish university completed a survey questionnaire measuring their responses to four constructs which explain their intention to use technology: attitude towards computer use, perceived usefulness, and perceived ease of use. A structural equation modeling (SEM) approach was employed for modeling and data analysis.

Results revealed that the TAM is an efficient model to explain the intention to use technology of Turkish pre‐service teachers. The proportion of variance explained in pre‐service teachers' intention to use technology by its antecedents was 51 percent. In addition, four out of five hypotheses were supported in this study. Overall, the data in this study provided support that the TAM is a fairly efficient model with a potential to help in understanding technology acceptance pre‐service teachers in Turkey.

The TAM is a well‐tested and validated model to explain the intention to use technology. However, information on its cross‐cultural validity is limited. This study validated the TAM on a sample of pre‐service teachers in Turkey and the results provided initial support for the cross‐cultural validity of the TAM.

The purpose of this paper is to examine the effect of gender on pre‐service teachers' computer attitudes.

A total of 157 pre‐service teachers completed a survey questionnaire measuring their responses to four constructs which explain computer attitude. These were administered during the teaching term where participants were attending a technology course. Structural equation modeling, in particular, confirmatory factor analysis and multiple indicators, multiple causes (MIMIC) modeling were used for data analysis.

No statistical significance is found for gender in the four constructs of computer attitude. However, the mean scores for males are higher for three of the constructs. Overall, the data in this study provides evidence to support the notion that computer attitude is a multidimensional construct.

This study contributes to the continuing interests among researchers to study the effect of gender towards the computer. The results of this study did not support others which found significant differences in computer attitudes by gender. This may be due to heavy reliance of computers in many educational institutions for teaching and learning which consequently granted equal access to male and female users. Methodologically, this study had employed MIMIC model as the technique to assess the effect of gender on computer attitude. MIMIC modeling is superior to conventional techniques (e.g. t‐test, ANOVA) because it is capable of analyzing latent and observed indicators.

The purpose of this paper is to assess the cross‐cultural validity of the technology acceptance measure for pre‐service teachers (TAMPST) on a Malaysian sample.

A total of 193 pre‐service teachers from a Malaysian university completed a survey questionnaire measuring their responses to five constructs in the TAMPST: perceived usefulness, perceived ease of use, subjective norm, facilitating conditions, and attitude towards computer use. These were administered during the teaching term where participants were attending a technology course. Structural equation modeling, in particular, confirmatory factor analysis was used for data analysis.

The five factors in the TAMPST together explained 75.5 percent of the total variance. Results of the confirmatory factor analysis revealed that there was construct and factorial validity. Based on several fit indices, an acceptable fit was obtained for the TAMPST model. In other words, the TAMPST is a reliable and valid instrument to measure the technology acceptance among pre‐service teachers in Malaysia.

The paper contributes to the continuing interests among researchers to understand the drivers of technology use in an educational setting. The results of this paper provided evidence to suggest that the TAMPST is culture invariant. This is important for any instrument because otherwise its use would be confined and restricted to the population in which the instrument is developed. In addition, the TAMPST is among the few instruments that are developed to measure technology acceptance among pre‐service teachers.

The purpose of this paper is to examine the influences of selected individual, technological and implementation variables on the intention to use technology, among a sample of primary school teachers in Singapore.

In total, 385 teachers from 18 primary schools completed a survey questionnaire measuring their responses to six constructs that are categorized into in three contexts in which teachers’ intention to use technology was influenced. Latent variable modeling was used as the technique for data analysis.

The results showed that teachers’ intention to use technology was not significantly influenced by the three contexts. However, each of the three contexts was significantly explained by their variables. The results suggest that the teachers in this study may have conceptualized the influences on their intention to use technology differently than commercial users of technology, as seen from the information sciences literature.

This study contributes to our understanding of what influences the intention to use technology among educational users. While much research has been focused at the variable level, this study examines the contexts in which variables interact with each other.

The purpose of this paper is to explore the determinants of pre‐service teachers' perceived usefulness of e‐learning for teaching and learning.

A total of 189 pre‐service teachers completed a survey questionnaire measuring their responses to four constructs which explain perceived usefulness in the context of e‐learning: learning environment (LE), course delivery (CD), tutor attribute (TA), and facilitating conditions (FC). These were administered during the teaching term where participants were attending a technology course. Structural equation modeling (SEM) was employed for modeling and data analysis.

Results revealed that 62.5 percent of the total variance in the pre‐service teachers' perceived usefulness of e‐learning was explained by the four variables. Among them, learning environment did not have a significant influence on perceived usefulness. Overall, the data in this study provided evidence to support the notion that perceived usefulness is a multidimensional construct.

Perceived usefulness is often employed as an independent variable within a model (technology acceptance model) or theory (theory of planned behavior) in many acceptance studies. This study provides an alternative perspective and new insights of perceived usefulness by positioning it as a dependent variable. Methodologically, this study employed structural equation modeling as the technique to assess the effect of each of the four variables on perceived usefulness, something that conventional techniques (e.g. t‐test, ANOVA) cannot do because the latter are not capable of analyzing latent and observed indicators simultaneously.

This paper aims to compare the pre‐service teachers from Singapore and the UK on their self‐reported attitude towards computer use (ATCU) by employing the technology acceptance model (TAM) as the research framework.

In total, 395 pre‐service teachers completed a survey questionnaire measuring their responses to three constructs: perceived usefulness (PU), perceived ease of use (PEU) and ATCU. Structural equation modeling (SEM) was used as the technique for data analysis.

The results of this paper show that there are full configural and metric invariance, and partial scalar invariance and factor variance. In addition, it is found that pre‐service teachers' attitudes towards computer use in the UK are less affected by PU compared to their counterparts in Singapore.

This paper contributes to the growing interest among technology acceptance researchers in expanding and extending the TAM to explain users' ATCU. Although much research has been conducted using the TAM, comparisons across different cultural users are few. This paper shows the similarities and differences of two culturally diverse technology users: Singapore and the UK. The use of multi‐group invariance analysis as part of the SEM framework allow more complex analysis to be conducted, relative to the t‐test that is commonly used to compare mean differences between two groups.

This paper aims to examine pre‐service teachers' self‐reported intention to use technology by employing the Theory of Planned Behavior (TPB) as the research framework.

In total, 157 student teachers completed a survey questionnaire measuring their responses to four constructs in the TPB. These were administered at the beginning of the course in which technology was taught and used. Structural equation modeling (SEM) was used as the technique for data analysis.

The results of this study showed that attitude toward usage and subjective norms were significant predictors of behavioral intention to use technology while perceived behavioral control was not. Overall, this study found that the three explanatory variables in the TPB explained about 40 percent of the variance in behavioral intention to use technology.

This study contributes to the growing interests among researchers in using models to explain users' intention to use technology. While prior research have use the theory of planned in explaining variables of interest in psychology, this study attempts to test the explanatory ability of the TPB on the intention to use technology in an educational setting. By doing so, the paper hopes to obtain greater insights into the applicability of TPB to explain issues of educational interests.

The higher education, universities and institutions across the world have increasingly adopted information and communication technology (ICT) as a tool for curriculum development, learning and teaching, and for administrative activities. The use of technology to facilitate learning is gaining acceptance across various educational institutions. In order to use technology in the best possible manner, it becomes essential that the teacher should be willing to accept the technology and use it for the teaching activities. Thus, the purpose of this paper is to understand the teachers’ motivation toward adopting technology in the higher education.

An exploratory-descriptive approach is used in this research. The sampling frame for the study is the teachers employed in the management institutes in Bengaluru, Pune, Indore and Delhi. A simple random sampling technique is used for identifying the sample for the study. A self-administered questionnaire was employed to measure the validity of items measuring the teacher’s intention to use technology.

The results of the study confirm a significant positive impact of value beliefs (VB), social influence (SI) and perceived ease of use (PEOU) on the behavioral intention (BI) to use technology by the teachers. However, the study does not establish the relationship between self-efficacy and BI to use technology by teachers.

The use of technology will be an important area in the field of higher education where it becomes crucial to understand the motivation factors that lead to the adoption of ICT in the classroom and the curriculum. In order to successfully integrate technology into the teaching-learning process, it is concluded that the factors that positively influence the BI to use technology include the VB, PEOU and the SI.

This study contributes toward the study of teachers’ motivation in the adoption of technology in higher education in India.

The purpose of this paper is to review existing literature on users’ digital learning acceptance behavior and to identify gaps in the current body of knowledge and suggest future research directions. The paper also includes identification of motivating as well as inhibiting factors previously explored by academicians in the acceptance of digital learning.

The systematic literature review based on PRISMA methodology was conducted, and 200 articles from peer-reviewed journals on digital learning acceptance behavior using technology adoption theories were examined.

The study found an overall rise in the number of papers published yearly during 2002–2017. Most of the studies were published in two journals, i.e. Computers & Education and Computers in Human Behaviour and were carried out in Asia followed by Europe, North America, Africa, Oceania and South America. It was also noted that most of the studies have used the technology acceptance model and were empirical in nature. The study also found that prominently students’ digital learning acceptance behavior was investigated. The review also indicates a lack of qualitative and mixed method (qualitative and quantitative) approaches to study digital learning acceptance behavior.

The study identified gaps in the current body of knowledge by reviewing published articles that will suggest future directions for further research. The top three determinants of digital learning acceptance that have been analyzed were the behavioral intention, perceived usefulness and perceived ease of use, followed by attitude and user behavior. The study articulates the implications for providers in marketing digital learning products, for higher education institution in expanding digital content, for students seeking digital education tools, for educators in motivating students to accept digital learning and for governments in delivering cost-effective public education by utilizing digital learning.

The paper analyzes 200 publications on digital learning acceptance through technology adoption theories. To the best of the authors’ knowledge, this is the first initiative to provide systematic and exhaustive summarization of the knowledge in this subject. It further explores the various factors influencing digital learning adoption behavior and provides avenues for future research. The paper is useful for researchers working on digital learning acceptance behavior.

The engagement and retention of older workers is a major concern for organisations and has been an increasing focus for human resource scholars internationally. Drawing on social exchange theory (SET), the purpose of this paper is to examine the conditions under which retention and engagement of older workers could be enhanced, together with the potential for perceptions of age discrimination to negatively influence these outcomes.

The study surveyed a large sample of New Zealand workers aged 55 years and over from across 28 New Zealand organisations of varying size and from a wide range of industrial sectors. A moderated-mediation model was proposed to examine the relationship between perceived organisational support (POS) and intention to leave, the mediating effect of job engagement in this relationship, and the moderating influence of perceived age discrimination on this mediation.

While POS was negatively related to workers’ intention to quit, job engagement partially mediated this relationship. Age discrimination moderated this mediation. As perceived age discrimination increased, the mediation of job engagement was weakened as POS had less influence on the job engagement of older workers.

Implications for human resource management practice include the importance of providing organisational support for older workers along with protections from age bias and discrimination.

The study is one of the first to apply SET to the context of older workers, and has extended the SET literature through its examination of the role of employee engagement as a mediator of this relationship, and how perceived age discrimination, as a negative aspect of the work environment, can negatively impact these relationships.