Manuscript received November 13, 2023; revised December 27, 2023; accepted January 15, 2024; published April 15, 2024
Abstract—The present study aimed to investigate factors impacting teachers’ Behavioral Intention (BI) to use the Interactive Whiteboard (IWB) based on the theoretical foundations of Technological Pedagogical Content Knowledge (TPACK) and Technology Acceptance Model (TAM). Specifically, it examined the effect of TPACK on teachers’ BI to use the IWB and mediating effects of Perceived Usefulness (PU) and Perceived Ease of Use (PEU) in the relationship between the teachers’ TPACK and BI to use this educational tool. To achieve these objectives, a quantitative research design was employed. Data were collected using a questionnaire, involving a total of 794 high school teachers who participated in this study. Structural Equation Modeling (SEM) was used for the data analysis, whereby the results revealed that TPACK moderately influenced teachers’ BI to use the IWB. Additionally, PU and PEU were influential mediators in the relationship between TPACK and teachers’ BI to use this tool. Accordingly, the findings provided empirical evidence on the use of IWB and important input for educational authorities and institutions on further improvements with regard to the IWB and its use in schools. Moreover, the findings indicated a need for training to enhance teachers’ skills in using the IWB within the classroom setting. Finally, research limitations and suggestions for future studies were discussed.
Keywords—technological pedagogical content knowledge, perceived usefulness, perceived ease of use, behavioral intention
Cite: Weihao Zhao, Sadiah Binti Baharom, and Nordin Abd Razak, "Factors Impacting Teachers’ Behavioral Intention to Use the Interactive Whiteboard in Hebei, China," International Journal of Information and Education Technology vol. 14, no. 4, pp. 588-595, 2024.