Abstract
The growing body of literature associated with educational computer use had examined numerous variables and interrelationships in order to gain a better understanding of computer beliefs and use of computers within education. Teachers’ computer acceptance is an important factor to the successful use of computers in education. Thus it is significant to draw attention to the factors affecting teachersâ computer use and its implications to teachersâ professional development strategies. This article would be useful for future researchers who are seeking directions to further examine the determinants of computer technology acceptance and its utilization based on the technology acceptance model.
Highlights
Sherry et al.[1] and Loveless[2] contended that teachers were unprepared for using computers in their teaching except in the most basic forms of instruction, allowing students to use it as a reward or for drill and practice type activities
It is not surprising that Gibbons and Fairweather[3] found in their study that the Actual Usage of Computer (AUC) by teachers do not confine to teaching purposes but is for other jobrelated reasons such as administration work
Over the years several empirical studies were carried out on Technology Acceptance Model (TAM) and the findings revealed that perceived usefulness, but not perceived use, was positively related to behavioral intention to use an information system or information technology[21]
Summary
According to Stefl-Mabry[11], the understanding on the dynamics of human decision making in the. The Technology Acceptance Model (TAM), an adaptation of TRA, is a parsimonious, theoretically and empirically justified model aimed at explaining the usage of information systems[17] It states that behavior is driven by the intention to use a system, which in turn is driven by the user’s attitude and perceptions of normative influences[18]. They explained that from a system perspective, being compatible with both the hardware and software is pertinent and may affect a teacher’s decision to accept a technology, especially when taking into account their limited technology training or experience They emphasized that the degree to which computer technology is considered by a teacher to be compatible to the computer hardware and software of routine use at school has a positive effect on AUC. Based on the socialcogniitve theory, the constructs that influence usage of
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