Abstract
Teachers play a crucial role as end-users of technology in educational settings but seldom get recognition as a group of technology users with varying needs and perspectives. This paper analyzes the unique user characteristics of teachers, both in terms of general user nature and within the context of established ed-tech frameworks and technology acceptance models. The authors argue that existing frameworks and models inadequately address the distinct characteristics of teachers as users and therefore provide specific recommendations for the development of a specialized framework that accounts for the teacher’s specific user criteria.
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