Source: Journal of Digital Learning in Teacher Education, 27(2), 53–64. (Winter, 2010).
This study explores preservice teachers’ intention to adopt Web 2.0 services in their future classrooms.
By drawing on expectancy-value theory, the authors develop a conceptual model of the linkage from preservice teachers’ beliefs to their behavioral intentions and expectations regarding Web 2.0 technology integration.
The findings indicate that the reinforcement of salient beliefs, such as ease of use, usefulness, and facilitation, will enhance preservice teachers’ intention to adopt new technologies.