Abstract:
Teachers’ intention to teach with technology is fundamental to the integration of
technology in the teaching-learning process. Reports have shown that the intention to
deploy technologies in teaching among pre-service teachers in southwestern Nigeria is
poor. Previous studies have focused more on the availability and utilisation of
technology in teaching than on extending Unified Theory of Acceptance and Use of
Technology (UTAUT) and Technology Acceptance Model. This study was, therefore,
conducted to extend the UTAUT Model comprising Performance Expectancy (PE),
Effort Expectancy (EE), Social Influence (SI) and Facilitating Conditions (FC) with
Technology Familiarity (TF), Technological Anxiety (TA), Attitude to Technology Use
(ATT) and Accessibility to Technological Resources (ACC), with a view to examining
pre-service teachers’ intention to teach with technology in southwestern Nigeria.
The study was premised on the UTAUT Model, while the explanatory sequential mixed
methods design was adopted. In stage one, a preliminary investigation was carried out
with 36 students from a College of Education (COE) and 23 from a university to explore
other factors that were germane to teachers’ intention to teach with technology than
UTAUT variables. The factors were TF, TA, ATT and ACC which were loaded high
upon subjection to Factor Analysis. In stage two, a new model was built to examine
UTAUT variables with its extension on pre-service teachers’ intention to teach with
technology. Six public universities and COEs were randomly selected from
southwestern Nigeria. Part-three students in COEs and 400-level undergraduates were
purposively selected, having had teaching practice experience and acquired micro -
teaching skills. They were 1,333 students and 985 undergraduates. The instruments
used were PE (r=0.8), EE (r=0.7), SI (r=0.7), FC (r=0.8), TF (r=0.9), TA (r=0.8), ATT
(r=0.8), ACC (r=0.8) and Behavioural Intention (BI) (r=0.7) scales. Focus group
discussions (12) were held with pre-service teachers. Quantitative data were subjected
to Pearson product moment correlation and Partial least square structural equation
modelling at p ≤ 0.05, while qualitative data were content-analysed.
Pre-service teachers’ BI was sufficiently predicted by the combination of (PE, β =0.08);
(EE, β =0.10); (FC, β =0.11); (TA, β= -0.37); (ATT, β =0.20); and (ACC, β =0.12). The
extended UTAUT model jointly accounted for 52.0% of the variance observed in preservice teachers’ BI. The most important construct in the prediction of pre-service
teachers’ BI was TA (0.10). There was a significant direct causal effect of ATT (r
=0.25); EE (r =0.09); PE (r =0.06); ACC (r=0.14) and FC (r =0.09) on BI, but not on
SI and TF. There was a significant negative causal effect of TA (r= -0.29) on BI. The
pre-service teachers’ BI was invariant of the tertiary institution type. The model
predicted other factors than the original UTAUT model. There were complaints by the
pre-service teachers about technological know-how and accessibility to technological
tools.
The extended Unified Theory of Acceptance and use of Technology model enhanced
the prediction of pre-service teachers’ intention to deploy technology in teaching in
southwestern Nigeria.
