ICT implementation for teaching and learning has been a research topic for many research studies, but there is no generalize process to implement ICT in teacher education. This study aims to examine the variables that influence teacher educator’s intention to implement ICT in classroom. Using Ely’s condition of change (1990) as the framework, a research model was developed to include attitude and ICT use. It is reasonable to expect attitude to be associated with ICT use. In addition, the study investigated the influence of dissatisfaction with status quo, time, knowledge and skill, resources, reward and incentive, participation, commitment, leadership on teachers’ intention to implement ICT. With data gathered from (N = 302) participants using a survey questionnaire, structural equation modelling (SEM) analysis revealed that the proposed model in this study has a good fit, and empirical support for four of nine hypotheses. Teachers’ attitude was found to have a direct significant influence on ICT implementation. Other factors were found to have an indirect influence on ICT and were not statistically significant to influence ICT. Practical implications were addressed either to guide practitioners in designing an implementation model for teacher education program or assist researchers in their future study.
Arit Uyouko Uyouko, College of Education, Afaha Nsit Nigeria, Nigeria
Abiola Waliyu Aiyeola, Administrative Staff College of Nigeria, Nigeria
Imaikop Akpan, College of Education, Afaha Nsit Nigeria, Nigeria
Stream: Instructional Technology
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