Information Communication Technologies in the Classroom: Expanding TAM to Examine Instructor Acceptance and Use
Heidi Huntington, Colorado State University, United States ; Tracy Worrell, Rochester Institute of Technology, United States
Journal of Educational Multimedia and Hypermedia Volume 22, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
** Invited as a paper from EdMedia 2012 **
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 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 can determine high school teacher acceptance of these technologies, when added to the Technology Acceptance Model. 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. Keywords: Technology Acceptance Model, education, media richness, teacher, information communication technologies
Huntington, H. & Worrell, T. (2013). Information Communication Technologies in the Classroom: Expanding TAM to Examine Instructor Acceptance and Use. Journal of Educational Multimedia and Hypermedia, 22(2), 147-164. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)
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Francesca Pozzi, Donatella Persico & Luigi Sarti
Journal of e-Learning and Knowledge Society Vol. 14, No. 1 (Jan 31, 2018)
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