The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education
Ronny Scherer, Department of Teacher Education and School Research (ILS) and Centre for Educational Measurement at the University of Oslo, Norway ; Fazilat Siddiq, University of South-Eastern Norway (USN), Norway ; Jo Tondeur, Vrije Universiteit Brussel & Ghent University, Belgium
Computers & Education Volume 128, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
The extent to which teachers adopt technology in their teaching practice has long been in the focus of research. Indeed, a plethora of models exist explaining influential factors and mechanisms of technology use in classrooms, one of which—the Technology Acceptance Model (TAM) and versions thereof—has dominated the field. Although consensus exists about which factors in the TAM might predict teachers’ technology adoption, the current field abounds in some controversies and inconsistent findings. This meta-analysis seeks to clarify some of these issues by combining meta-analysis with structural equation modeling approaches. Specifically, we synthesized 124 correlation matrices from 114 empirical TAM studies (
Scherer, R., Siddiq, F. & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128(1), 13-35. Elsevier Ltd.
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