Abstract:

The purpose of this research is to examine the opinions of prospective teachers toward mobile technology within the frame of Technology Acceptance Model. This research aims to explain structural equation model which is formed according to the Technology Acceptance model, in which teacher candidates' perceived usefulness, perceived ease of use, and attitude variables affecting behavioral intention and usage are related to the use of mobile technologies. In the study, in order to investigate the causal relationship between the variables in the theoretical model was used causal research design. Participants of the study consisted of 350 teacher candidates from a faculty of education at a university in Central Anatolia. The data of the study were collected with scale, including 4 demographic information, 3 questions and 20 items which were measured using 7 points likert scale, developed by researchers in order to determine the factors affecting the use of mobile technology by the teacher candidates. The structural equation model was used to test the relationship between perceived usefulness, perceived ease of use, attitude and behavioral intentions within the theoretical model which is formed according to Technology Acceptance Model. In the research, the good-fit indexes of the total model concurrent contribution of each variable related to the path analysis performed for the theoretical model for the relation between the perceived usefulness, perceived ease of use, attitude, behavioral intention and usage were determined. The NFI, the GFI, and the AGFI were found to be .86, .84, and .80, respectively. The goodness of fit implies that the values ​​fit the data obtained from the theoretical model. At the same time, the RMSEA value was set at .08, which seems to be sufficient for harmonization. Similarly, the ratio of χ2 / df, determined as 3.68, is indicative of compatibility between observed and reproduced covariance matrices. As a result of the study, the perceived usefulness and perceived ease of use of teaching teacher candidates' attitudes have a positive effect on attitude, and attitude has positive effect on behavioral intention, and also behavioral intention has a positive effect on usage.

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