From knowledge to intention: The role of TPACK and self-efficacy in technology integration
Educational technology (ET) is playing an increasingly important role in classrooms and has the potential to support student learning. However, teachers need to implement ET in a purposeful way. A necessary –but insufficient –condition for meaningful implementation of ET is the intention to use it i...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-06-01
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| Series: | Computers and Education Open |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666557325000059 |
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| author | Thomas Schubatzky Jan-Philipp Burde Rike Große-Heilmann Andreas Lachner Josef Riese David Weiler |
| author_facet | Thomas Schubatzky Jan-Philipp Burde Rike Große-Heilmann Andreas Lachner Josef Riese David Weiler |
| author_sort | Thomas Schubatzky |
| collection | DOAJ |
| description | Educational technology (ET) is playing an increasingly important role in classrooms and has the potential to support student learning. However, teachers need to implement ET in a purposeful way. A necessary –but insufficient –condition for meaningful implementation of ET is the intention to use it in the first place. This study aims to investigate the predictors of pre-service teachers’ intention to use ET, specifically focusing on how technological pedagogical content knowledge (TPCK) interacts with the constructs of the Technology Acceptance Model (TAM). While previous research has frequently employed self-reported TPCK to explore these relationships, our study uses a test-based measure to provide a more objective assessment. We also aim to understand how these relationships evolve over time, particularly during a technology integration seminar in teacher education. Using path analysis including N = 146 preservice teachers, we examined the relationships between test-based TPCK, self-efficacy, and the TAM variables (perceived usefulness, perceived ease of use, and intention to use ET). Our findings indicate that self-efficacy is a strong predictor of perceived usefulness, perceived ease of integration, and intention to use ET, whereas TPCK primarily influences perceived usefulness and indirectly affects intention. Furthermore, we observed that the roles of TPCK and self-efficacy shift over time. This study contributes to a deeper understanding of how objective measures of professional knowledge can reshape interpretations of TAM studies and guide the design of teacher preparation programs. |
| format | Article |
| id | doaj-art-a265dbde46384a8ebd997f0123a5f708 |
| institution | OA Journals |
| issn | 2666-5573 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers and Education Open |
| spelling | doaj-art-a265dbde46384a8ebd997f0123a5f7082025-08-20T02:33:35ZengElsevierComputers and Education Open2666-55732025-06-01810024610.1016/j.caeo.2025.100246From knowledge to intention: The role of TPACK and self-efficacy in technology integrationThomas Schubatzky0Jan-Philipp Burde1Rike Große-Heilmann2Andreas Lachner3Josef Riese4David Weiler5University of Innsbruck, Austria; Corresponding author at: Fürstenweg 176, 6020, Innsbruck, Austria.University of Tübingen, GermanyPaderborn University, GermanyUniversity of Tübingen, GermanyUniversity of Tübingen, GermanyUniversity of Tübingen, GermanyEducational technology (ET) is playing an increasingly important role in classrooms and has the potential to support student learning. However, teachers need to implement ET in a purposeful way. A necessary –but insufficient –condition for meaningful implementation of ET is the intention to use it in the first place. This study aims to investigate the predictors of pre-service teachers’ intention to use ET, specifically focusing on how technological pedagogical content knowledge (TPCK) interacts with the constructs of the Technology Acceptance Model (TAM). While previous research has frequently employed self-reported TPCK to explore these relationships, our study uses a test-based measure to provide a more objective assessment. We also aim to understand how these relationships evolve over time, particularly during a technology integration seminar in teacher education. Using path analysis including N = 146 preservice teachers, we examined the relationships between test-based TPCK, self-efficacy, and the TAM variables (perceived usefulness, perceived ease of use, and intention to use ET). Our findings indicate that self-efficacy is a strong predictor of perceived usefulness, perceived ease of integration, and intention to use ET, whereas TPCK primarily influences perceived usefulness and indirectly affects intention. Furthermore, we observed that the roles of TPCK and self-efficacy shift over time. This study contributes to a deeper understanding of how objective measures of professional knowledge can reshape interpretations of TAM studies and guide the design of teacher preparation programs.http://www.sciencedirect.com/science/article/pii/S2666557325000059TPACKTechnology acceptance modelPre-service teacher educationTest-based instrumentsProfessional knowledge |
| spellingShingle | Thomas Schubatzky Jan-Philipp Burde Rike Große-Heilmann Andreas Lachner Josef Riese David Weiler From knowledge to intention: The role of TPACK and self-efficacy in technology integration Computers and Education Open TPACK Technology acceptance model Pre-service teacher education Test-based instruments Professional knowledge |
| title | From knowledge to intention: The role of TPACK and self-efficacy in technology integration |
| title_full | From knowledge to intention: The role of TPACK and self-efficacy in technology integration |
| title_fullStr | From knowledge to intention: The role of TPACK and self-efficacy in technology integration |
| title_full_unstemmed | From knowledge to intention: The role of TPACK and self-efficacy in technology integration |
| title_short | From knowledge to intention: The role of TPACK and self-efficacy in technology integration |
| title_sort | from knowledge to intention the role of tpack and self efficacy in technology integration |
| topic | TPACK Technology acceptance model Pre-service teacher education Test-based instruments Professional knowledge |
| url | http://www.sciencedirect.com/science/article/pii/S2666557325000059 |
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