Investigating the Sources of Teachers' Instructional Technology Use Through the Decomposed Theory of Planned Behavior

Abstract

Based on the decomposed theory of planned behavior, this study used path analysis to examine the relative strength of the factors that influence teachers' use of instructional technology. The study focused on teachers' use of word processors, spreadsheets, presentation software, e-mail, and Web browsers. A path analysis was performed on self-reported data from 242 secondary science teachers in Taiwan. Results showed that the decomposed theory of planned behavior seriously over simplified the web of forces that influence teachers' use of this technology. Teachers' technology use and their inclination toward its use (attitude and intention) are primarily determined by the teacher-technology interface (ease-of-use, computer self-efficacy, and perceived usefulness). The teacher-technology interface is influenced by the objective environment for instructional technology (technical support, computer access, and to a limited extent professional development opportunities). The objective environment is itself weakly influenced by the subjective environment (administrative support, peer use, and subjective norms). The study provided useful information for policymakers and school administrators by helping them realize the complexity of the task of influencing teachers to increase their use of instructional technology.