An Exploration of Pre-Service Teachers' Intention to Use Mobile Devices for Teaching

Literature Review

Teacher technology adoption, especially that of pre-service teachers, is a complex interaction of different influences. Studies have demonstrated a variety of factors that facilitate or hinder teachers’ technology use in classrooms such as pedagogical beliefs (Teo, Chai, Hung, & Lee, 2008; Sadaf, Newby, & Ertmer, 2012), facilitating conditions (Chen, 2010; Freidhoff, 2008; Hew & Brush, 2007), subjective norms (Cheon, Lee, Crooks, & Song, 2012), and self-efficacy (Sang, Valcke, van Braak, & Tondeur, 2010; Teo, 2009; Wang, Ertmer, & Newby, 2004). These factors are likely to be related to each other and directly or indirectly influence teachers’ decisions on technology use (Teo, Chai, Hung, & Lee, 2008). One way to examine this complicated phenomenon is to analyze possible factors based on a valid theoretical model. This study used the technology acceptance model (TAM) by Davis, Bagozzi, and Warshaw (1989) as a theoretical lens to explore pre-service teachers’ mobile adoption.