Abstract
Investigation on factors influencing teachers’ acceptance of information technology (IT) in teaching have produced extensive findings, still, there are few empirical works validating the theoretical assumptions. In order to understand teachers’ intrinsic determinants toward teaching with IT, this study added two mediating variables, self-efficacy of infusion and perceived fit, to extend the technology acceptance model. The model was tested using survey responses from 198 middle school science teachers. Data were analyzed by a structural equation modeling approach and the results showed a reasonably good fit. Findings indicated that intention to infusion was significantly influenced by self-efficacy of infusion, perceived fit, perceived usefulness and perceived ease-of-use either directly or indirectly. There were six paths from self-efficacy to intention of infusion, including three paths via perceived fit to intention of infusion.
| Keywords: | perceived fit; self-efficacy of infusion; technology acceptance model |
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