Teachers’ Intentions toward Technology Usage: Different Uses = Different Determinants? Jung Lee Richard Stockton College of New Jersey U.S.A. leej@stockton.edu Frank Cerreto Richard Stockton College of New Jersey U.S.A. Frank.Cerreto@stockton.edu Jihyun Lee Seoul National University Republic of Korea ji_hyun_lee@yahoo.co.kr Abstract: Previous studies of teachers’ intentions to use technology using the Theory of Planned Behavior (TPB) resulted in contradictory findings, possibly due to the use of insufficiently specific definitions of technology use. This study applied the TPB to analyze teachers’ intentions to utilize technology in each of three different, specific ways. Based on questionnaires received from 397 secondary teachers in South Korea, differences among the three uses in significance and strength of the direct predictors of intention posited by the TPB were observed. Besides resolving the paradoxical findings of previous studies, this study provides practical information to teachers and other educational decision makers interested in technology adoption. Problem Statement and Theoretical Foundation What drives teachers to use technology in their classrooms? Ajzen’s (1985) Theory of Planned Behavior (TPB) provides one of many approaches to this question. However, previous studies applying the TPB have led to puzzling and contradictory results. One way to solve this puzzle involves assuming that teachers do not make general decisions about whether to use technology in their classrooms, but rather individual ones about specific uses of technology. Therefore, how teachers make these decisions may vary from one use to another. In this study, we investigated this variation. The TPB is a social-cognitive model that can be used to explain a wide variety of human behaviors (Fig. 1). The theory posits that volitional behavior is predicated by intention to engage in that behavior. Behavior intention, in turn, is influenced by three main factors (direct determinants): attitude toward the behavior (AB), subjective norm (SN), and perceived behavioral control (PBC). The extent to which individuals view a particular behavior positively (AB), think that significant others want them to engage in the behavior (SN), and believe that they are able to perform the behavior (PBC), all serve as direct measures of the strength of their intention to carry out the behavior. Finally, these three direct determinants of behavioral intention are influenced by indirect determinants: behavioral beliefs (ABI), normative beliefs (SNI), and control beliefs (PBCI), respectively. Figure 1: Theory of Planned Behavior (Adapted from Ajzen (1985)) Indirect Determinants Direct Determinants Attitude (AB) Subjective Norm (SN) Perceived Behavioral Control (PBC) Behavioral Intention (BI) Actual Behavior Behavioral Beliefs Normative Beliefs Control Beliefs (PBCI)