Using the Technology Acceptance Model to Understand Intention to Use a CS-Based Curriculum

In the ever-evolving field of computer science (CS) education, the significance of K-12 teachers and their backgrounds have often been overshadowed by the predominant focus on students. Teachers in K-12 often lack the necessary expertise in CS and have limited support provided by existing CS-based curricula. While research on CS education effectiveness grows, limited attention has been given to the factors influencing teachers' intention to use or adoption of CS-based curricula. Prior research revealed that despite professional development and positive reactions to teaching innovations, curriculum adoption cannot be guaranteed. However, existing studies have concentrated on university-level instructors who possess extensive CS knowledge and a strong passion for teaching it. In this research study, we apply the Technology Acceptance Model (TAM), which factors perceived ease of use, perceived usefulness, and attitude into the intention to use technology, as a framework for understanding and predicting the intention to use a CS-based curriculum among secondary mathematics graduate teacher candidates in their last quarter of student teaching. Our findings highlight the TAM as a valuable tool for evaluating teachers' attitude toward and intention to use CS-based curricula, enabling informed decision-making for future curriculum developers. Teacher candidates who expressed a negative intention to use expressed concerns regarding Teacher Knowledge, Student Understanding, and Student Resources, while those who intended to use emphasized their appreciation for Lesson Plan Content and Lesson Plan Quality. It was interesting that prominent themes in perceived ease of use, which were Lesson Plan Content and Lesson Plan Quality, differed from the most frequent themes that emerged in perceived usefulness, namely Student Understanding, Student Engagement, and Pedagogical Alternative. This contrast highlights the importance of considering multiple factors and perspectives when designing and assessing CS-based curricula, which can help curriculum developers create more inclusive CS-based curricula that address and support the diverse backgrounds of K-12 teachers.