From the Social-Cognitive Career Theory Perspective: A College of Education Faculty Model for Explaining Their Intention to Use Educational Technology

Abstract

A model, based on Social-Cognitive Career Theory (SCCT) (Lent, Brown, & Hackett, 1994, 2002), was developed to test the influence of the College of Education (COE) faculty members' self-efficacy in, outcome expectations from, and interest in educational technology on their intentions to use the technology. While outcome expectations affect faculty members' intentions to use educational technology both directly and indirectly, the influence of self-efficacy beliefs on their willingness to use the technology is exerted through outcome expectations and interest. Overall, the findings from this study displayed a significant contribution of self-efficacy in, outcome expectations from, and interest in educational technologies in the formation of faculty members' intentions to use these technologies. Efforts to develop COE faculty into the leaders of educational technology might benefit from the findings of this study. When levels of faculty confidence in and awareness of educational technology increase, faculty interest in the technology will grow and eventually result in a higher level of faculty willingness to use educational technology.