Understanding technology acceptance in pre-service teachers of primary mathematics in Hong Kong


  • Gary K. W. Wong The Hong Kong Institute of Education




Technology acceptance model, pre-service teachers, educational technology in mathematics education, teachers training, TAM


The adoption of educational technology in teaching depends on how well a teacher accepts it. This paper draws on a technology acceptance survey of pre-service primary mathematics teachers in Hong Kong to study the factors influencing their technology acceptance. This work adopted a mixed method approach, in which quantitative data were collected through questionnaire survey from 234 pre-service teachers, where the data were analysed using structural equation modelling with a customised technology acceptance model. The qualitative data were also collected from 14 of these pre-service teachers through interviews, and analysed using the iterative coding process. The results show an overall positive attitude towards the use of educational technology, while perceived usefulness is more influential than perceived ease of use. Perceived ease of use is found to rely heavily on facilitating conditions rather than computer self-efficacy. We also found that subjective norms have an indirect influence on the usage and adoption in our context. Explanations for these findings are discussed, together with implications of the results. Our findings are intended to provide insights to policy makers about how to design teacher education programmes that address the demands of learning and teaching with educational technologies in Hong Kong and related contexts.


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Author Biography

Gary K. W. Wong, The Hong Kong Institute of Education

Dr. Gary Wong is currently a Lecturer of the Department of Mathematics and Information Technology in the Hong Kong Institute of Education, and has joined the department since 2012. He received the B.S. degree in Computer Science and Mathematics (Double Major), Magna Cum Laude, from Brigham Young University Hawaii in 2006. He then earned the M.Phil. degree in Electronic and Computer Engineering from The Hong Kong University of Science and Technology in 2009. He received his Ph.D. in Computer Science from City University of Hong Kong in 2012. In addition, he received his Ed.M. in Learning Design and Leadership from University of Illinois at Urbana Champaign in 2014.

His general research interests include computer-aided education, applied mathematics, and wireless communications and networks. He was nominated to the Marquis Who's Who in the World in 2010 and 2014. Dr. Wong is currently a member of Phi Kappa Phi, ACM, IEEE, and HKCS. He is also a member of IEEE Education Society, IEEE Communications Society, ACM SIG for Computer Science Education, Global Chinese Society for Computers in Education, Asia-Pacific Society for Computers in Education, and a Senior Member of International Association of Computer Science and Information Technology. Recently, he has been nominated and elected to be the Vice Chair of IEEE Hong Kong Section (Education Chapter) in 2014.




How to Cite

Wong, G. K. W. (2015). Understanding technology acceptance in pre-service teachers of primary mathematics in Hong Kong. Australasian Journal of Educational Technology, 31(6). https://doi.org/10.14742/ajet.1890