Technology acceptance studies are a common medium of determining approval and predicting future use of technologies in the field of Information Systems. Numerous technology acceptance studies have been done in the area of education however there still remain hindrances in the use of computer in education. The aim of this study is to analyse published research materials in the area of technology acceptance in education and identify the current research patterns. Upon identifying these patterns, a future research path is presented. For this purpose, initially the popular technology acceptance theories are studied so as to build a firm base for examining the technology acceptance works in education domain. The technology acceptance research works were thoroughly scrutinized to identify important aspects like acceptance theory used, constructs used, causal relationships and user types. Based on all these aspects a future research pathway is suggested.

Nowadays the use of Tablet Personal Computer (TPC) as a medium of imparting education is gaining popularity among students and teachers. However, limited studies on school children have been conducted on their acceptance of Tablet PCs. Therefore, technology acceptance of TPC by 8th grade school children in Malaysia was studied in this research. The various benefits and current research pattern of TPC in education is described. Then, a mixed mode (quantitative and qualitative) study using the Technology Acceptance Model (TAM) and informal conversational interviews was done to analyse the acceptance and usage of TPC among school children at a private school in Malaysia. The results of this study show that only 46% of the 8th grade students intend to use Tablet PC in the future. The results from this feasibility analyses are discussed and a future research is suggested.

<p>Learning management systems (LMS) and their associated<br />tools have created value for higher education institutions worldwide<br />by improving content deliverability, accessibility, and retrievability.<br />Nevertheless, many studies have criticised these systems for their<br />teacher-centred approaches, which limit opportunities for social and informal<br />learning. After several decades of institutions using LMS, this research<br />aims to discuss the success and failure aspects of these LMS from<br />various perspectives, including structure, content, and support for emerging<br />technologies. Based on a thematic literature review and analysis, success<br />and failure aspects are organised and verified by LMS experts.<br />Alongside the aspects identified from the literature, these experts also<br />noted several additional aspects of success and failure in LMS. The analysis<br />results overall indicated the success aspects of LMS relate to seven<br />key factors: single sign-on, learning management, content management,<br />integration, security, tracking, and group management. Similarly, the<br />failure aspects could be classified into eight factors: content creation and<br />sharing, communicative features, structure, learning engagement, assessment,<br />user interfaces, social and informal learning, and mobile features.<br />The implications of the research for education institutions, instructors,<br />developers, and system providers, as well as the resulting directions for<br />future research, are thus also discussed to help increasing the chances of<br />developing additional theoretical and practical insights.</p>

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