Theories and Models Employed to Understand the Use of Technology in Education: A Hermeneutic Literature Review

Abstract

Research that employs theory provides a framework and structure in which complex phenomenon, can be understood. While many theories have been developed to study people's technology usage, the plurality of perspectives offered are complex to navigate due to the diverse range of problems and topics addressed and the varied theoretical foundations used. Moreover, when focusing on the integration of technology within educational contexts, studies conducted by researchers with a technology focus mainly explore how and why using technology benefits education. On the contrary, studies driven by educational researchers do not necessarily advocate for technology integration but rather aim to explore the educational issues surrounding the use of technology. While triangulating theories can expand knowledge, selecting the most appropriate and suitable theory is often confusing and overwhelming. This paper is aimed at assisting and guiding researchers with this problem. A hermeneutic approach was followed to review the different theories and models commonly used to study technology acceptance/adoption/use within education, whilst catering for methodological diversity and cross-disciplinary dialogue. The dimensions of aims and purpose, strategy, paradigm, and perspective and value of technology were used to categorise the different theories, with four categories emerging. The review indicates that for researchers with a positivist paradigm, technocentric view, and who aim to predict or prescribe technology use in a normative manner, the categories of technology acceptance/adoption/use theories and education and technology models are most suitable. However, for researchers with an interpretivist paradigm who view technology as an enabler and aim to explain social dynamics of technology adoption in a descriptive manner, the categories of social theories and structuration theories are most appropriate. In addition, the categorisation of theories and the detailed account of the hermeneutic review method can be used to guide future researchers wanting to pursue similar studies.

Academic innovation to strengthen public accounting programs in Colombia

“…Para abordar las categorías en estudio, la investigación se sustentó en el enfoque cualitativo, específicamente en un diseño de revisión bibliográfica y la intención de lograr una síntesis crítica de los elementos esenciales (Amsrud et al, 2019;Zapata et al, 2021). Se utilizó el enfoque hermenéutico y el análisis de diversas fuentes de datos, incluyendo artículos y documentos relevantes, esto como alternativa de diálogo ante los posicionamientos positivistas, post-positivistas y tecnocráticos y una mejor comprensión trans-paradigmática (Sackstein et al, 2023; van der Wath y van Wyk, 2020).…”

Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology

“…TAM3 is also a descendant of both TAM and TAM2. TAM is a simpler model that lays the groundwork for further study; it investigates how users’ internal beliefs, attitudes, and intentions are impacted by external circumstances, and it is predicated on the premise that people’s usage of information technology is driven by their behavioral intentions [ 16 ]. Based on TAM, researchers proposed TAM2 to find key factors beyond perceived usefulness (PU) and perceived ease of use (PEU), and to improve the technology acceptance model’s adaption.…”

Structural Diffusion Model and Urban Green Innovation Efficiency—A Hybrid Study Based on DEA-SBM, NCA, and fsQCA

“…(3) The role of urban resources in this study is relatively weak, which is different from previous perceptions. Structuration theory shows that social behavior is not only the product of material conditions [65]; however, that social structure and the ideology and values of the behavior subject also play an important role in it. This to a certain extent shows that green innovation is a concept with a cultural view and an inclusive mindset, not just relying on the input of material resources but also relying on social cultural resources, including knowledge, skills, values, and non-material resources such as the social institutional environment.…”