A Review of Technology Acceptance Studies in the Field of Education

Abstract

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.

The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches

“…This has brought to front teachers' attitudes toward technology as determinants of the acceptance and adoption of ICT for teaching and learning purposes. A large body of research indeed confirms that ICT attitudes are positively related to the acceptance and use of ICT in classrooms (Imtiaz & Maarop, 2014;Straub, 2009;Teo & van Schaik, 2012).…”

“…Research on pre-or in-service teachers' attitudes toward ICT has a longstanding tradition since the emergence of educational technology. This tradition was primarily motivated by the question regarding which factors might determine teachers' intentions to use and the actual use of ICT in classrooms (Mumtaz, 2000;Straub, 2009;Tamim, Bernard, Borokhovski, Abrami, & Schmid, 2011) -indeed, attitudes toward ICT are among these factors (Imtiaz & Maarop, 2014;Marangunić & Granić, 2015).…”

“…Concerning the measurement of ICT attitudes, the large body of empirical studies relies on in-service or pre-service teachers' self-reports (Imtiaz & Maarop, 2014;Marangunić & Granić, 2015), which often capture different aspects of ICT attitudes, such as attitudes toward the educational use or general use of ICT. These facets are often highly correlated as they rely on the same trait, that is, teachers' evaluations of ICT as an object or a behavior (Baş et al, 2016;Fraillon, Schulz, Friedman, Ainley, & Gebhardt, 2015;Hernández-Ramos et al, 2014).…”

Online Metacognitive Tasks for Efl Distance Learners

“…While the former action participates in informal learning, the second connects learners with a formal learning environment. Both behaviors often entail the approval of technology in education (Imtiaz & Maarop, 2014 Taraghi, 2012). Therefore, when delivering online courses, there is a more frequent need to offer interactive learning environments (ILE) that correspond with the reality of their online participants, who may need not only to exchange messages but they may also have the possibility of cooperating and/or collaborating in their knowledge building using digital tools.…”

Ejemplificación de metodología mixta para el análisis del uso de entornos blended learning en docentes universitarios

“…El marco teórico más comúnmente utilizado en este tipo de estudios son los Modelos de Aceptación Tecnológica (Technological Aceptation Model, TAM) o variantes del mismo como the Unified Theory of Acceptance and Use of Technology (UTAUT), inicialmente construidos para predecir el uso de nuevos elementos tecnológicos en ambientes organizacionales y de e-goverment (Barrera-Barrera, Rey-Moreno & Medina-Molina, 2018;Ngai, Poon, & Chan. 2007), pero también con una aplicación muy extendida en estudios de mercado y consumo y, en menor medida, para el análisis particular de la aceptación de determinadas innovaciones educativas (Imtiaz, & Maarop, 2014), en general relacionadas con la formación on line (Aliyu, Arasanmi, & Ekundayo, 2019;Lee, Yoon, & Lee, 2009;Pynoo, Tondeur, Van Braak, Duyck, Sijnave, & Duyck, 2012;Selim, 2007;Teo, 2011) La ventaja de utilizar estos modelos está en que ofrecen un marco comprensivo de dependencia entre las variables consideradas y de éstas respecto a las variables dependientes principales, que son la intención de uso (BI_bl) y la conducta real de Uso (B_bl) ofreciendo así el soporte conceptual de referencia ampliamente presente en la literatura especializada en este campo (Imtiaz, & Maarop, 2014;Lee, Kozar, & Larsen, 2003;Maruping & Bala, 2008;Marangunić, & Granić, 2015;Venkatesh, Morris, Davis, & Davis, 2003;Scherer, Siddiq, & Tondeur, 2019).…”