Factors impacting special education teachers’ acceptance and actual use of technology

Abstract

This study uses the Technology Acceptance Model (TAM) to explore the factors that impact special education teachers’ acceptance and actual use of technology. TAM is used as the foundation for generating the hypothesis and developing the conceptual framework for the study. Twenty-four (n=24) special education teachers in a private school in the United Arab Emirates (UAE) participated in this study by answering an electronic questionnaire that included items related to Perceived Usefulness, Perceived Ease of Use, Attitudes Towards Usage, Behavioural Intention to Use, Access to Technology, Job Relevance, Self-Efficacy, Time, and Actual Usage. Preliminary findings indicate that special education teachers have positive attitudes towards the use of technology. Self-efficacy, time and access to technology were found to significantly impact actual use of technology. The research results provide initial insights on special education teachers attitudes towards using technology in their practice as well as the factors that may facilitate or hinder their actual use. Implications for practice and future research are discussed.