Gurushala

Analysis of the technology acceptance model

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.

Analysis of the technology acceptance model

Ed-Tech

Analysis of the technology acceptance model

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