A Preliminary Investigation of the Technology Acceptance Model (TAM) in Early Childhood Education and Care

Dana Rad,Sonia Ignat,Roxana Maier,Evelina Balas,Gavril Rad,Tiberiu Dughi,Alina Roman,Anca Egerau

doi:10.18662/brain/13.1/297

Abstract

The technology acceptance model (TAM) is a well-known postmodern idea that explains how humans adopt and use new technologies. The model focuses on variables that impact behavioral intention to use new technology from the perspective of the end user. The purpose of this study was to construct a viable questionnaire for assessing preschool teachers' technology acceptability in online instruction in ECEC, based on data collected from 182 Romanian preschool instructors, using the theory of planned behavior framework. Our application of theory of planned behavior in technology adoption in ECEC is extraordinarily good, with 66 percent explained variance of actual usage of technology in class. The research literature supports the findings that the intention to use technology and a good attitude toward technology are the most significant determinants of actual technology usage. Although more research is needed in larger and more complex samples to confirm these findings, there is compelling evidence that the prediction methodology can be used to predict preschool teachers' level of technology acceptance and assist educational decision-makers in designing timely interventions that improve the chances of success. The study's major findings point to crucial variables that might help national educational decision-makers improve technology adoption in ECEC.

Highlights

A Preliminary Investigation of the Technology Acceptance Model (TAM) in
To answer our research question, what is the degree of technology adoption among preschool teachers in the ECEC online educational setting during COVID-19, we developed an online questionnaire called the Technology Acceptance Model in Early Childhood Education and Care (TAM ECEC), conducted a reliability analysis, and used linear regression analysis to predict preschool teachers' technology acceptance levels, using the theory of planned behavior framework
We developed a Romanian version of an online questionnaire and altered items to match the needs of preschool teachers at COVID-19

Summary

Introduction

A Preliminary Investigation of the Technology Acceptance Model (TAM) in. Dana RAD, et al.. From the standpoint of the end user, the model focuses on variables that influence behavioral intention to utilize new technology (Davis, 1989; Kalayou et al, 2020). TAM consists of three fundamental user motivation variables: perceived ease of use, perceived utility, and attitudes toward technology. Among these variables, perceived utility (PU) and perceived ease of use (PEU) are regarded as primary determinants that explain the behavioral intention to use or accept new technology directly or indirectly (Kalayou et al, 2020; Sumak et al, 2011). Despite the existence of several TAM variants, some with or without external variables, and others with or without actual technology usage as an end variable, the TAM's key aspects include perceived ease of use, perceived usefulness, attitudes toward technology, and intents to utilize technology (Davis, 1986; Venkatesh & Bala, 2008a; Marangunic & Granic, 2015). The degree to which a person feels that using technology would improve their job performance is referred to as perceived usefulness (Bong et al, 2019; Mostaghel & Oghazi, 2017; Chiu et al, 2017; Dogruel et al, 2015; Lekjaroen et al, 2016; Hsiao, Tang, 2015)

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