Behavioral Intention to Use Mobile Devices for Assessment in Pre-service Teachers: A Gender or an Initial Training Issue?

The technological acceptance of teachers in the face of new changes and advances in the educational system is one of the main challenges of research, and the assessment field is one of those involved in this transformation. Understanding the factors that condition teachers’ technological adoption is a crucial task for the advance of training policies in initial, basic, and continuous training to ensure the progress of education towards the new digital realities. This paper presents the results of a descriptive study about the intention to use mobile devices for assessment processes in master’s degree students of the University of Salamanca and seeks to know if gender and previous training condition its technological acceptance. The sample is composed of 262 students who answered a 24-item questionnaire, based on the TAM model and extended with the constructs autonomy and mobile self-efficacy. The results show a high level of acceptance among the participants, and significant differences according to the area of knowledge of the degree studied. As for gender, no significant differences in technological acceptance have been detected.