Abstract

This study tests an extended technology acceptance model (TAM) in which training type moderates early childhood education students’ intention to integrate technology into teaching. Data collected from 352 students were analyzed using structural equation modeling (SEM) and linear regression. The findings indicate that perceived usefulness (PU) and perceived ease of use (PEOU) positively affect students’ intentions. However, the relationship between PEOU and PU was not statistically significant; therefore, H1 was not supported. Technological pedagogical knowledge (TPK) had no direct effect on intention. The model explained 74.6% of the variance in students’ intentions, while training type significantly moderated the relationship between technology-related beliefs and intention. Based on these findings, the study proposes policy implications tailored to different training types.

Keywords: Early childhood education students, TAM, technology integration, TPK, training type.