Hide metadata

dc.date.accessioned2020-03-25T19:37:44Z
dc.date.created2019-08-22T14:12:31Z
dc.date.issued2020
dc.identifier.citationScherer, Ronny Siddiq, Fazilat Tondeur, Jo . All the same or different? Revisiting measures of teachers' technology acceptance. Computers & Education. 2020, 143
dc.identifier.urihttp://hdl.handle.net/10852/74214
dc.description.abstractTechnology acceptance has been widely discussed and examined in educational contexts. Despite the variety of models and measures describing teachers' technology acceptance, two key assumptions persist in the existing body of literature: First, the technology acceptance construct can be represented by a set of diverse, yet correlated attitudes and beliefs. Second, the effects of technology acceptance on the intentions to use technology and technology use—two commonly studied outcome variables—follow a cascade. The existing evidence backing these assumptions is, however, diverse, as the considerable between-study variation in the relations between the technology acceptance and outcome variables shows. This variation remained largely unexplained, and the present study offers an explanation from the perspective of construct validity. Analyzing a large meta-analytic sample (N = 37211 teachers) obtained from a previous meta-analysis, we synthesized the correlations among measures of teachers' technology acceptance and found support for the existence of a common trait that underlies all technology acceptance variables. This finding remained even after distinguishing between different teacher samples (i.e., pre-vs. in-service teachers) and types of technology (i.e., technology in general vs. specific technologies). There was no convincing evidence for the hypothesized cascade of effects, due to a weak and insignificant link between usage intentions and technology use. Our findings provide evidence for the representation of teachers' technology acceptance as a single latent variable and consequently offer a way to describe its relations to usage intentions and technology use without compromising the validity of the inferences drawn from them.en_US
dc.languageEN
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.titleAll the same or different? Revisiting measures of teachers' technology acceptanceen_US
dc.typeJournal articleen_US
dc.creator.authorScherer, Ronny
dc.creator.authorSiddiq, Fazilat
dc.creator.authorTondeur, Jo
dc.date.embargoenddate2022-08-13
cristin.unitcode185,18,7,0
cristin.unitnameCentre for Educational Measurement
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode2
dc.identifier.cristin1718053
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=143&rft.spage=&rft.date=2020
dc.identifier.jtitleComputers & Education
dc.identifier.volume143
dc.identifier.doihttps://doi.org/10.1016/j.compedu.2019.103656
dc.identifier.urnURN:NBN:no-77298
dc.type.documentTidsskriftartikkelen_US
dc.type.peerreviewedPeer reviewed
dc.source.issn0360-1315
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/74214/2/Scherer-et-al-2020-CAE-postprint.pdf
dc.type.versionAcceptedVersion
cristin.articleid103656


Files in this item

Appears in the following Collection

Hide metadata

Attribution-NonCommercial-NoDerivatives 4.0 International
This item's license is: Attribution-NonCommercial-NoDerivatives 4.0 International