Digital technology acceptance and self-reported mastery–use differences during teaching practicum among preservice vocational teachers

  • Tuti Iriani 
    Building Engineering Education Study Program, Faculty of Engineering, Universitas Negeri Jakarta
    Indonesia
  • Anisah Anisah
    Building Engineering Education Study Program, Faculty of Engineering, Universitas Negeri Jakarta
    Indonesia
  • Santoso Sri Handoyo
    Building Engineering Education Study Program, Faculty of Engineering, Universitas Negeri Jakarta
    Indonesia
  • Yusrina Luthfiana
    Building Engineering Education Study Program, Faculty of Engineering, Universitas Negeri Jakarta
    Indonesia
  • Mufida Siti Nabila
    Building Engineering Education Study Program, Faculty of Engineering, Universitas Negeri Jakarta
    Indonesia
  • Annisa Cahya
    Building Engineering Education Study Program, Faculty of Engineering, Universitas Negeri Jakarta
    Indonesia
  • Avelia Musrifa
    Building Engineering Education Study Program, Faculty of Engineering, Universitas Negeri Jakarta
    Indonesia

Abstract

Drawing on an adapted Unified Theory of Acceptance and Use of Technology 2 framework, this study examined factors associated with behavioral intention and reported digital-technology use and compared self-reported mastery with frequent teaching use during school-based practicum. A non-probability sample of 119 preservice vocational teachers from eight programs was analyzed using partial least squares structural equation modeling, a Wilcoxon signed-rank test, and exact McNemar tests with Holm adjustment. Internal consistency and convergent validity were acceptable overall, although one facilitating-conditions indicator loaded weakly. Habit was associated with intention and use; social influence was associated with intention; and facilitating conditions and intention were associated with use. Post-hoc power was high for the two habit paths and the intention-to-use path, but lower for several smaller paths. Self-reported mastery breadth exceeded frequent-use breadth, with adjusted category-level differences for social media, YouTube, and e-learning. The findings provide complementary, noncausal indicators of digital readiness during practicum.

Keywords
  • Preservice vocational teachers,
  • Digital learning technologies,
  • Teaching practicum,
  • Digital technology acceptance,
  • Vocational education
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