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Expanding the Technology Acceptance Model: Exploring Variables Related to Teacher Adoption of Digital Media Technologies in the Classroom
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, Rochester Institute of Technology, United States

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Abstract: Studies show that use of computer-based information communication technologies (ICTs) can have positive impacts on student motivation and learning. The present study examines the issue of ICT adoption in the classroom by expanding the technology acceptance model (TAM) to identify factors that contribute to teacher acceptance and use of these technologies in the classroom. A survey was conducted of 57 high school teachers from around the United States. Results show that the variables of teacher belief profile and teacher efficacy are correlated to high school teacher acceptance of these technologies, when added to the TAM. Additionally, the study confirms previous research that indicates perceived media richness as an important variable to consider in TAM studies of digital media and ICTs.

Citation

Huntington, H. (2012). Expanding the Technology Acceptance Model: Exploring Variables Related to Teacher Adoption of Digital Media Technologies in the Classroom. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 1994-2003). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 18, 2020 from .

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