Hide metadata

dc.date.accessioned2018-10-25T11:08:47Z
dc.date.created2018-09-24T19:45:17Z
dc.date.issued2019
dc.identifier.citationScherer, Ronny Siddiq, Fazilat Tondeur, Jo . The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education. 2019, 128, 13-35
dc.identifier.urihttp://hdl.handle.net/10852/65288
dc.description.abstractThe extent to which teachers adopt technology in their teaching practice has long been in the focus of research. Indeed, a plethora of models exist explaining influential factors and mechanisms of technology use in classrooms, one of which—the Technology Acceptance Model (TAM) and versions thereof—has dominated the field. Although consensus exists about which factors in the TAM might predict teachers’ technology adoption, the current field abounds in some controversies and inconsistent findings. This meta-analysis seeks to clarify some of these issues by combining meta-analysis with structural equation modeling approaches. Specifically, we synthesized 124 correlation matrices from 114 empirical TAM studies (N = 34,357 teachers) and tested the fit of the TAM and its versions. Overall, the TAM explains technology acceptance well; yet, the role of certain key constructs and the importance of external variables contrast some existing beliefs about the TAM. Implications for research and practice are discussed.en_US
dc.languageEN
dc.titleThe technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in educationen_US
dc.title.alternativeENEngelskEnglishThe technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education
dc.typeJournal articleen_US
dc.creator.authorScherer, Ronny
dc.creator.authorSiddiq, Fazilat
dc.creator.authorTondeur, Jo
dc.date.embargoenddate2021-09-18
cristin.unitcode185,18,2,0
cristin.unitnameInstitutt for lærerutdanning og skoleforskning
cristin.ispublishedtrue
cristin.fulltextpreprint
cristin.qualitycode2
dc.identifier.cristin1613123
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Computers & Education&rft.volume=128&rft.spage=13&rft.date=2019
dc.identifier.jtitleComputers & Education
dc.identifier.volume128
dc.identifier.startpage13
dc.identifier.endpage35
dc.identifier.doihttp://dx.doi.org/10.1016/j.compedu.2018.09.009
dc.identifier.urnURN:NBN:no-67817
dc.type.documentTidsskriftartikkelen_US
dc.source.issn0360-1315
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/65288/2/PAPER_MASEM-TAM1-preprint.pdf
dc.type.versionSubmittedVersion


Files in this item

Appears in the following Collection

Hide metadata