Acceptance of educational use of the Internet of Things (IoT) in the context of individual innovativeness and ICT competency of pre-service teachers

Şahin Gökçearslan · Hatice Yıldız Durak · Nilüfer Atman Uslu

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Technology Adoption and User Behaviour Education and Technology Integration Technology-Enhanced Education Studies

Abstract

The acceptance of IoT technologies in education by pre-service teachers will affect their intention to use these technologies in the future. Previous research has addressed the effects of variables on the acceptance of IoT technologies in education to a limited degree. Therefore, this study aims to propose and test a structural model that determines educational IoT technology acceptance. This study, the acceptance of IoT in the educational environment is modeled in the context of individual innovativeness and information and communication technologies (ICT) competencies. According to the results of the research conducted with 471 pre-service teachers, 69% intended to use IoT in education is explained in a technology acceptance model (TAM) in which TAM variables, individual innovativeness, and ICT competencies are combined.

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References

1981Evaluating Structural Equation Models with Unobservable Variables and Measurement Error 1989Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology 1989User Acceptance of Computer Technology: A Comparison of Two Theoretical Models 2003Diffusion of innovations.2000Structural Equation Modeling and Regression: Guidelines for Research Practice 1985A technology acceptance model for empirically testing new end-user information systems : theory and results 1998A Conceptual and Operational Definition of Personal Innovativeness in the Domain of Information Technology 2016Principles and practice of structural equation modeling, 4th ed.

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