Abstract
The Technology Acceptance Model (TAM) is a key model describing teachers' intentions to use technology. This meta-analysis clarifies some of the contradictory findings surrounding the relations within the TAM for a sample of 45 studies comprising 300 correlations. We evaluate the overall fit of the TAM and its structural parameters, and quantify the between-sample variation through meta-analytic structural equation modeling. The TAM fitted the data well, and all structural parameters were statistically significant. On average, the TAM variables explained 39.2% of the variance in teachers' intentions to use technology. Several sample, measurement, and publication characteristics, including teachers’ experience and the representation of the TAM variables, moderated the relations within the TAM. Overall, the TAM represents a valid model explaining technology acceptance—however, the degree of explanation and the relative importance of predictors vary across samples. Implications for further research, in particular the generalizability of the TAM, are discussed.
Highlights
Research on the integration of technology and the factors determining teachers' acceptance and adoption of technology in classrooms has a long tradition in education, as numerous empirical studies testify (e.g., Ritter, 2017; Scherer, Siddiq, & Tondeur, 2019; Straub, 2009; Teo, 2015)
These studies reported the correlations between the Technology Acceptance Model (TAM) variables attitudes toward technology (ATT), behavioral outcome (BI), Perceived ease of use (PEOU), and Perceived usefulness (PU), which formed the basis for our meta-analytic structural equation modeling approach
Our meta-analysis has some limitations worth mentioning: First, we focused on four variables in the TAM, namely PEOU, PU, ATT, and BI, without considering additional variables, such as teachers’ actual technology use or external variables
Summary
Research on the integration of technology and the factors determining teachers' acceptance and adoption of technology in classrooms has a long tradition in education, as numerous empirical studies testify (e.g., Ritter, 2017; Scherer, Siddiq, & Tondeur, 2019; Straub, 2009; Teo, 2015). The TAM, in its simplest form, explains teachers' intentions to use technology, often labelled as “behavioral intentions (BI)”, by their attitudes toward technology (ATT), which are in turn predicted by their beliefs about technology. The latter include the perceived usefulness (PU) and the perceived ease of technology use (PEOU). The existing metaanalyses and systematic reviews of technology acceptance models indicate the dominance and popularity of the TAM as a simplistic model that explains the intentions to use technology and technology use
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