Examining User Acceptance of Computer Technology: An Empirical Study of Student-Teachers in Kenya

Abstract

The use of computer technology in schools has made slow progress even though the government has been generous in funding as evidenced in the Kenya Education Sector Support Programme (KESSP). It is therefore important to understand how and when teachers use computer technology in order to devise implementation strategies to encourage them. This study investigated student teachers’ perceptions of computer technology in relation to their intention to use computers. The purpose is to shed light on more effective ways to promote the use of computer technology in schools. Based on an expanded variation of the Technology Acceptance Model, a survey of student teachers’ perceptions were collected at local universities in Kenya. Overall, the results indicated that: (1) student teachers perceived usefulness of computer technology had a direct significant effect on their intention to use it; (2) student teachers perceived ease of use had only an indirect significant effect on intention to use; however, (3) student teachers’ subjective norm, that is the possible influence of external expectations, did not have any direct or indirect significant effects on their intention to use computer technology.