You are here:

Unpacking teachers’ intentions to integrate technology: A meta-analysis
ARTICLE

, Department of Teacher Education and School Research (ILS), Norway ; , School of Education, Australia

Educational Research Review Volume 27, Number 1, ISSN 1747-938X Publisher: Elsevier Ltd

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.

Citation

Scherer, R. & Teo, T. (2019). Unpacking teachers’ intentions to integrate technology: A meta-analysis. Educational Research Review, 27(1), 90-109. Elsevier Ltd. Retrieved July 6, 2022 from .

This record was imported from Educational Research Review on March 15, 2019. Educational Research Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.edurev.2019.03.001

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References