Gender Differences in Teacher Computer Acceptance.

2002-09-22article258 citationsclosed

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Technology Adoption and User Behaviour Education and Technology Integration Gender and Technology in Education

Abstract

Teachers ’ computer acceptance is an important factor to the successful use of computers in education. This article ex-plores the gender differences in teacher computer accep-tance. The Technology Acceptance Model (TAM) was used as the framework to determine if such differences are present. Survey questionnaires were administered to 186 pre-service teachers, the questionnaire consists of two indepen-dent variables (perceived usefulness and perceived ease of use), together with the dependent variable (intention to use). The results of model testing using LISREL indicated that the two independent variables, perceived usefulness and per-ceived ease of use, directly affect the intention to computer use as stated in the TAM. Furthermore, significant gender differences in computer acceptance were also found: (a) per-ceived usefulness will influence intention to use computers

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