COMPUTER TECHNOLOGY ACCEPTANCE AMONG TEACHERS: AN EMPIRICAL STUDY OF STUDENT TEACHERS IN KENYA

The use of computer technology in schools has made slow progress even though government has been generous in funding through 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 motivate the use of computer technology in schools. Based on an expanded variation of the Technology Acceptance Model, a survey of student teachers 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.