Technology acceptance in context: preschool teachers’ integration of a technology-based early language and literacy curriculum

This study examined how preschool teachers’ perception of technology usability and associated beliefs about technology integration influence the way they integrate a technology-based, early language and literacy curriculum, RIA-Mobile. Through multiple regression and path analysis, results showed that technology usability was a key variable that contextualizes how teachers view RIA-Mobile, and is a more proximal predictor of teachers’...