Examining the influence of teachers' beliefs towards technology integration in classroom

Purpose - The purpose of this paper is to examine how the direct and indirect factors of the elaborated theory of planned behaviour (TPB) relate to teachers' intentions and use of technology in teaching. Design/methodology/approach - The current study attempted to provide an understanding of teachers' beliefs and intentions to use technology in teaching, and their influence on behaviours by applying and elaborating Ajzen's TPB, a widely applied model for investigating social behaviour. Findings - The elaborated TPB model was found to be a marginally fitting model in predicting and explaining intention and behaviour. The model explained only 17 per cent of variance in intention and 13 per cent in use of technology. Teacher's use of technology in teaching was predicted by intention and perceived behavioural control (PBC); and intention was predicted by attitude towards the technology and PBC. Subjective norms made weak prediction on intention. The TPB model of direct factors explained 25 per cent of variance in intention and 16 per cent in use of technology. Originality/value - This study takes a theoretical modelling approach, based on a survey assessing psychological variables (such as teachers' beliefs, attitudes, and perceptions) to explain teachers' technology use in the classroom. The theoretical approach of this study is new within studies of computer technology use, which have normally been limited to reporting user demographic characteristics and/or factors influencing its use among users. This study attempted to develop measurement models that might be replicated by other researchers interested in the influencing factors for teachers' technology use in education.