Technology Acceptance: Examining the Intentions of Ghanaian Teachers to Use Computer for Teaching

Abstract

Technology is seen as a key enabler of modern education. The Government of Ghana recognises information and communication technology (ICT) as an engine of national growth, and it is investing ICT into teaching and learning. However, most teachers still feel reluctant to use computer for teaching. Therefore, the purpose of this study is to examine the factors that influence teachers to use computer for teaching purposes. The research model developed in this study was based on the Technology Acceptance Model Questionnaire was used to collect data from one hundred and five teachers in the New Juaben Municipality, Eastern region of the Republic of Ghana. Partial Least Square (PLS) was used as the statistical technique to analyse the data. The study found that perceived barrier, attitude, perceived ease of use, perceived usefulness and relevance to job had a positive significant effect on teachers' intentions to use computer. The effect of self-efficacy was not supported. 

Keywords: Perceived Usefulness, PLOIJ, SelfEfficacy, Attitude, Perceived Barrier, Technology Acceptance