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dc.date.accessioned2020-03-03T19:27:39Z
dc.date.available2020-03-03T19:27:39Z
dc.date.created2019-03-09T09:00:02Z
dc.date.issued2019
dc.identifier.citationScherer, Ronny Teo, Timothy . Unpacking teachers' intentions to integrate technology: A meta-analysis. Educational Research Review. 2019
dc.identifier.urihttp://hdl.handle.net/10852/73659
dc.description.abstractThe Technology Acceptance Model (TAM) is a key model describing teachers' intentions to use technology. This meta-analysis clarifies some of the contradictory findings surrounding the relations within the TAM for a sample of 45 studies comprising 300 correlations. We evaluate the overall fit of the TAM and its structural parameters, and quantify the between-sample variation through meta-analytic structural equation modeling. The TAM fitted the data well, and all structural parameters were statistically significant. On average, the TAM variables explained 39.2% of the variance in teachers' intentions to use technology. Several sample, measurement, and publication characteristics, including teachers’ experience and the representation of the TAM variables, moderated the relations within the TAM. Overall, the TAM represents a valid model explaining technology acceptance—however, the degree of explanation and the relative importance of predictors vary across samples. Implications for further research, in particular the generalizability of the TAM, are discussed.
dc.languageEN
dc.publisherElsevier
dc.rightsAttribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.titleUnpacking teachers' intentions to integrate technology: A meta-analysis
dc.typeJournal article
dc.creator.authorScherer, Ronny
dc.creator.authorTeo, Timothy
cristin.unitcode185,18,2,0
cristin.unitnameInstitutt for lærerutdanning og skoleforskning
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode1
dc.identifier.cristin1683440
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Educational Research Review&rft.volume=&rft.spage=&rft.date=2019
dc.identifier.jtitleEducational Research Review
dc.identifier.volume27
dc.identifier.startpage90
dc.identifier.endpage109
dc.identifier.doihttps://doi.org/10.1016/j.edurev.2019.03.001
dc.identifier.urnURN:NBN:no-76780
dc.type.documentTidsskriftartikkel
dc.type.peerreviewedPeer reviewed
dc.source.issn1747-938X
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/73659/5/1-s2.0-S1747938X18303622-main-1.pdf
dc.type.versionPublishedVersion


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