Işıl KABAKÇI YURDAKUL** Ömer Faruk URSAVAŞ* Gökçe BECİT İŞÇİTÜRK**
**Department of Computer Education and Instructional Technologies, Anadolu University, Eskişehir, Turkey.
***Department of Computer Education and Instructional Technologies, Recep Tayyip Erdoğan University, Rize, Turkey.
****Department of Computer Education and Instructional Technologies, Nevşehir Hacı Bektaş Veli University, Nevşehir, Turkey.
Purpose of Study: In educational systems, teachers and preservice teachers are the keys to the effective use of technology in the teaching and learning processes. Predicting teachers’ technology acceptance and use remains an important issue. Models and theories have been developed to explain and predict technology acceptance. The Unified Theory of Acceptance and Use of Technology (UTAUT) is a validated model. While the number of studies designed for teachers or preservice teachers is limited, it is used to determine the variables influencing individuals’ technology acceptance. Therefore, the development of an instrument based on UTAUT is important for measuring preservice teachers’ acceptance and use of information and communication technologies.
Purpose of Study: The purpose of this study was to develop an instrument to determine preservice teachers’ acceptance and use of technology. It was developed based on the UTAUT and two variables were added: selfefficacy and attitude toward use.
Methods: A systematic and step-by-step approach was followed to develop an instrument for determining preservice teachers’ acceptance and use of information and communication technologies. The data were analyzed in two stages. The responses were assigned to two data sets (n = 170, 409) which were subjected to a two-stage factor analysis. The first data set was used to explore the underlying factor structure of the instrument using exploratory factor analysis (EFA). The second data set was used to confirm the factorial structure derived from the EFA using confirmatory factor analysis.
Findings and Results: An innovative instrument for measuring preservice teachers’ acceptance and use of information and communication technologies was developed, and named the UTAUT-PST. It included 23 items to measure seven factors: performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention, self-efficacy, and attitude toward using.
Conclusions and Recommendations: Technology acceptance and use models differ across cultures and remain an important field of study. In this respect, the instrument is important because it was prepared for the teacher training system in Turkey. In the literature, there are several measurement tools presented to predict the variables that influence technology acceptance, but this instrument was prepared for preservice teachers based on UTAUT. It is important because it can be used both for determining the current situation and for improving the process of acceptance and use of technology.
Keywords: Acceptance and use of technology, UTAUT, preservice teachers, instrument.