Abstract
University teachers in Bangladesh and Nigeria, in general, are novices in using modern technologies such as Google classroom in the teaching learning process. This study aims to explore teachers’ attitudes towards the use of Google classroom and investigate the factors that influence the teachers’ acceptance and behavioural intentions to use it as a learning management system. A quantitative method has been used to examine the teachers’ acceptance of Google classroom based on a simplified technology acceptance model (TAM) in two universities located in Bangladesh and Nigeria. The study reveals that Bangladeshi teachers have a higher positive attitude towards accepting this platform compared to Nigerian teachers. Besides, Nigerian teachers are impacted significantly by the technology challenges during its use. The findings of this study inform educators of the key aspects of Google classroom use which could enable them to effectively adopt it during and post the COVID-19 pandemic.
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