The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education
By Ronny Scherer, Fazilat Siddiq, Jo Tondeur. Comput. Educ., 2019
1,679 citations recorded by the source corpus.
Abstract The extent to which teachers adopt technology in their teaching practice has long been in the focus of research. Indeed, a plethora of models exist explaining influential factors and mechanisms of technology use in classrooms, one of which—the Technology Acceptance Model (TAM) and versions thereof—has dominated the field. Although consensus exists about which factors in the TAM might predict teachers’ technology adoption, the current field abounds in some controversies and inconsistent findings. This meta-analysis seeks to clarify some of these issues by combining meta-analysis with structural equation modeling approaches. Specifically, we synthesized 124 correlation matrices from 114 empirical TAM studies (N = 34,357 teachers) and tested the fit of the TAM and its versions. Overall, the TAM explains technology acceptance well; yet, the role of certain key constructs and the importance of external variables contrast some existing beliefs about the TAM. Implications for research and practice are discussed.
Subfields: Education, Gender Studies, Information Systems and Management
View Paper: https://www.semanticscholar.org/paper/1b6eca1acb203236b3aed6967c4694e8d86856b4
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In Information Systems and Management
Citations in the corpus
- Examining university students’ behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model (2021, background): “Furthermore, PU also had a significant impact on behavioural intention toward e-learning adoption (Abdullah et al., 2016; Martinho et al., 2018; Scherer et al., 2019; Wong, 2015).”