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.