Exploring Factors That Predict Kuwaiti Preservice Kindergarten Teachers' Intentions to Use Web 2.0 Technologies in Their Future Kindergarten Classrooms Using the Decomposed Theory of Planned Behavior

Abstract

The purpose of this research was to explore factors influencing Kuwaiti kindergarten preservice teachers’ intentions to use Web 2.0 technologies in their future Kuwaiti kindergarten classrooms and their perceptions of using Web 2.0 technologies to enhance kindergarten student learning. This mixed methods study employed parallel collection of qualitative and quantitative data, separate analyses of the data, and then a merging of the findings. Gathered data were evaluated using the decomposed theory of planned behavior (DTPB) to predict the factors that influence Kuwaiti preservice teachers’ intentions to use Web 2.0 technologies in their future kindergarten classrooms. The central research questions of the study included the following: (1) What factors do Kuwaiti preservice kindergarten teachers describe as the best predictors of their intentions to use Web 2.0 technologies in their future classrooms? (2) What are Kuwaiti preservice kindergarten teachers’ perceptions of the pedagogical benefits of using Web 2.0 technologies in their future classrooms? (3) How do Kuwaiti preservice kindergarten teachers describe the factors that predict their intentions to use Web 2.0 technologies in their future kindergarten classrooms? (4) How do Kuwaiti preservice kindergarten teachers describe their perceptions of Web 2.0 technologies as pedagogical tools? The findings revealed that attitudes, subjective norms, and perceived behavioral control positively and significantly affect the preservice teachers’ intentions to use Web 2.0 technologies.

This study indicated Kuwaiti kindergarten preservice teachers’ intention to use YouTube, Instagram, WhatsApp, and Twitter in their future kindergarten classroom to improve student learning, communicate with parents, and share classrooms activities. Another important finding was the fact that the majority of Kuwaiti kindergarten preservice teachers did not use Wikis, Blogs, Facebook, and Skype. However, they proficiently used the popular Web 2.0 technologies in their social cultural environment. Most of the teachers believed that Web 2.0 technologies could improve kindergarten students’ learning, but they had concerns regarding inappropriate content. Hence, they were not prepared to use Web 2.0 technologies in educational settings. Finally, by using a mixed-method approach, this study offered educators a different dimension of the factors that affect preservice teachers’ intentions to use technology.