Technology Acceptance Model and Use of Twitter by Preservice Teacher Candidates

• In Event: Technology Considerations for the Preparation Preservice Teachers

Abstract

Twitter has been shown to improve collaboration and increase participatory learning in educational settings. To determine if requiring Twitter as a means to complete class assignments would impact students’ subsequent acceptance of Twitter in this way, an analysis using the TAM-3 model was used. Students from two regional universities (located in the South and the Northeast) participated in this study. A MANCOVA examining differences between those using Twitter along with the LMS of the class revealed a statistically significant difference between the control and experimental groups. The findings indicate a strong link between measures of the TAM-3 (perceived usefulness, relevance, and ease of use) not only of Twitter itself but also, in some circumstances, of the LMS being used.

Authors

• Michael S. Mills, University of Central Arkansas

• Liz Meredith, Lamar University

• Rachelle Miller, University of Central Arkansas

• Jessica Herring Watson, University of Central Arkansas

• Mia L. Morrison, University of Maine