A Diachronic View into an Understanding of Technology Acceptance: Where to Go through TAM for Teacher Education from Global to Local?
DOI:
https://doi.org/10.21093/ijeltal.v7i2.1394Keywords:
technology acceptance model, technology acceptance, technology adoption, teacher education, education, technology-integrated learning, TAM.Abstract
Technology acceptance is rooted at the center of the growing body of research in lieu of education, educational technology, and teacher education. This is mainly occupied with the idea of integrating technology into the classroom setting in order to trigger learners to be advanced in higher-order thinking skills and be digitally literate in order to cope with the challenges of the information era. In doing so, teachers, as the gatekeepers of technology in the classroom, are renowned to be vital sources to deliver information. Thus, it is of critical importance to detect whether teachers are accepting technology with ease and as useful, which can be explained through the technology acceptance model (TAM). That said, this study adopts a diachronic view into an understanding of the role of TAM in teacher education. Accordingly, the aim of this article is to provide an overview of the lay of the land for the development of TAM together with the theories and variables beneath it by means of a review of existing literature. Conceptualizing where to go by means of a top-down approach from global (worldwide) to local (the Turkish context), this article scrutinizes the following results: (1) since new-age learners are expected to develop 21st-century skills, it is today’s necessity for future teachers to develop their knowledge and skills in technology; (2) this, in turn, holds the requirement for new teacher education programs to renew the already existing curriculum by providing multimodal learning and teaching environments; (3) herein, understanding how teachers perceive ease of use and usefulness of technology in order to employ it in the classroom environment is of critical importance to trigger teachers’ technology adoption through TAM as a credible model; however, TAM somehow falls short of unveiling what it means to adopt and integrate technology in classroom settings, though.References
Abdullah, F., & Ward, R. (2016). Developing a General Extended Technology Acceptance Model for E-learning (GETAMEL) by Analyzing Commonly Used External Factors. Computers in Human Behavior, 56, 2016
Akar, M., & Guzin, S. (2019). A Structural Model for Relationship between Web Pedagogic Content Knowledge and Technology Acceptance of Preservice Teachers. Malaysian Online Journal of Educational Technology, 7(1), 2019
Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2018). Technology Acceptance Model in M-Learning Context: A Systematic Review. Computers & Education, 125, 2018
Aypay, A. & Özbaşı, D. (2008). Öğretmenlerin Bilgisayara Karşı Tutumlarının İncelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 55, 2008
Bagozzi, R. P. (2007). The Legacy of the Technology Acceptance Model and a Proposal for a Paradigm Shift. Journal of the Association for Information Systems, 8(4), 2007
Bayhan, O. P., & Yelland, N. Y. (2002). A Study of Pre-School Teachers’ Thoughts about Computer-Assisted Instruction. Contemporary Issues in Early Childhood, 3(2), 2002
Baturay, M. H., Gökçearslan, Ş., & Ke, F. (2017). The Relationship among Pre-Service Teachers' Computer Competence, Attitude towards Computer-Assisted Education, and Intention of Technology Acceptance. International Journal of Technology Enhanced Learning, 9(1), 2017
Baydas, O., & Goktas, Y. (2017). A Model for Preservice Teachers’ Intentions to Use ICT in Future Lessons. Interactive Learning Environments, 25(7), 2017
Beller, M. (2013). Technologies in Large-Scale Assessments: New Directions, Challenges, and Opportunities. In M. v. Davier, E. Gonzalez, I. Kirsch, & K. Yamamoto (Eds.), The Role of International Large-Scale Assessments: Perspectives from Technology, Economy, and Educational Research (pp. 25-45). Dordrecht: Springer Science+Business Media
Bishop, M. J., & Spector, J. M. (2014). Technology integration. In J. M. Spector, D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology, Ed. 4, (pp. 817-818). New York, NY: Springer Science+Business Media
Bozdogan, D., & Özen, R. (2014). Use of ICT Technologies and Factors Affecting Pre-Service ELT Teachers' Perceived ICT Self-Efficacy. Turkish Online Journal of Educational Technology-TOJET, 13(2), 2014
Chen, K. Y., & Chang, M. L. (2013). User Acceptance of ‘Near Field Communication Mobile Phone Service: An Investigation Based on the ‘Unified Theory of Acceptance and Use of Technology’ Model. The Service Industries Journal, 33(6), 2013
Chen, H.-L., Widarso, G. V., & Sutrisno, H. (2020). A ChatBot for Learning Chinese: Learning Achievement and Technology Acceptance. Journal of Educational Computing Research, 58(6), 2020
Çetin, O., Çalışkan, E., & Menzi, N. (2012). The Relationship between Technological Competencies and Attitudes of Pre-Service Teachers towards Technology. Elementary Education Online, 11(2), 2012
Davis, F. D. (1985). A Technology Acceptance Model for Empirically Testing New End-User Information Systems: Theory and Results. Doctoral Dissertation. Massachusetts Institute of Technology
Davis, S. G. (1986). Parades and Power: Street Theatre in Nineteenth-Century Philadelphia. Philadelphia: Temple University Press
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User Acceptance of Computer Technology: A Comparison of Two Theoretical Models. Management Science, 35(8), 1989
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and Intrinsic Motivation to Use Computers in the Workplace 1. Journal of Applied Social Psychology, 22(14), 1992
Davis, F. D. (1993). User Acceptance of Information Technology: System Characteristics, User Perceptions, and Behavioral Impacts. International Journal of Man-Machine Studies, 38(3), 1993
Efe, R. (2011). Science Student Teachers and Educational Technology: Experience, Intentions, and Value. Journal of Educational Technology & Society, 14(1), 2011
Göktaş, Y., Yıldırım, Z., & Yıldırım, S. (2008). A Review of ICT Related Courses in Pre-Service Teacher Education Programs. Asia Pacific Education Review, 9(2), 2008
Granić, A., & Marangunić, N. (2019). Technology Acceptance Model in Educational Context: A Systematic Literature Review. British Journal of Educational Technology, 2019
Gurer, M. D., & Akkaya, R. (2022). The Influence of Pedagogical Beliefs on Technology Acceptance: A Structural Equation Modeling Study of Pre-service Mathematics Teachers. Journal of Mathematics Teacher Education, 25, 2022
Hancı-Azizoğlu, E. B., & Kavaklı Ulutaş, N. (2021a). Creative Digital Writing: A Multilingual Perspective. In M. Montebello (Ed.), Digital Pedagogies and the Transformation of Language Education (pp. 250-266). IGI Global, 2021
Hancı-Azizoğlu, E. B., & Kavaklı Ulutaş, N. (2021b). Rewriting the Future through Rhetorical Technology. In E. B. Hancı-Azizoğlu, & N. Kavaklı Ulutaş (Eds.), Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students (pp. 1-15). IGI Global, 2021
İlter, B. G. (2015). How does Technology Affect Language Learning Process at an Early Age?. Procedia-Social and Behavioral Sciences, 199, 2015
Kartal, T., Kızıltepe, İ. S., & Kartal, B. (2022). Extending Technology Acceptance Model with Scientific Epistemological and Science Teaching Efficacy Beliefs: A Study with Preservice Teachers. Journal of Education in Science Environment and Health, 8(1), 2022
Kavaklı Ulutaş, N., & Hancı-Azizoğlu, E. B. (2021). Digital Storytelling: A Futuristic Second-Language-Writing Method. In B. Hancı-Azizoğlu, & N. Kavaklı Ulutaş (Eds.), Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students (pp. 66-83). IGI Global, 2021
Kavaklı Ulutaş, N., & Ölmez, R. (2021). The Role of Technology Acceptance Model in Constructing Unbounded Learning Environments for Second Language Learners. In S. M. C. Loureiro, & J. Guerreiro (Eds.), Handbook of Research on Developing a Post-Pandemic Paradigm for Virtual Technologies in Higher Education (pp. 282-298). IGI Global, 2021
Kavaklı Ulutaş, N., & Abuşka, A. (2022). Understanding L2 Teachers’ Engagement with Digital Multimodal Composing (DMC) in the Changing Educational Landscape. In E. Duruk (Ed.), The New Normal of Online Language Education (pp. 127-144). Eğiten Kitap, 2022
Kavaklı Ulutaş, N. (2023). Revisiting the Past to Shape the Future: Assessment of Foreign Language Abilities. In D. Köksal, N. Kavaklı Ulutaş, & S. Arslan (Eds.), Handbook of Research on Perspectives in Foreign Language Assessment (pp. 1-10). IGI Global, 2023
Kavaklı Ulutaş, N., & Abuşka, A. (2023). Language Teachers’ Investment in Digital Multimodal Composing (DMC) as a Manifold Application of Computer-Mediated Communication. In H. P. Bui, & R. Kumar (Eds.), Multidisciplinary Applications of Computer-Mediated Communication (pp. nd). IGI Global, 2023
Kırmızı, Ö. (2014). Measuring Technology Acceptance Level of Turkish Pre-Service English Teachers by Using Technology Acceptance Model. Educational Research and Reviews, 9(23), 2014
King, W. R., & He, J. (2006). A Meta-Analysis of the Technology Acceptance Model. Information & Management, 43(6), 2006
Koc, M. (2013). Student Teachers' Conceptions of Technology: A Metaphor Analysis. Computers & Education, 68(2013), 2013
Lee, Y., Kozar, K. A., & Larsen, K. R. (2003). The Technology Acceptance Model: Past, Present, and Future. Communications of the Association for Information Systems, 12(1), 2003
Legris, P., Ingham, J., & Collerette, P. (2003). Why do People Use Information Technology? A Critical Review of the Technology Acceptance Model. Information & Management, 40(3), 2003
Lei, J. (2009). Digital Natives as Preservice Teachers: What Technology Preparation is Needed? Journal of Computing in Teacher Education, 25(3), 2009
Mathieson, K., Peacock, E., & Chin, W. W. (2001). Extending the Technology Acceptance Model: The Influence of Perceived User Resources. ACM SIGMIS Database: The DATABASE for Advances in Information Systems, 32(3), 2001
Milutinović, V. (2022). Examining the Influence of Pre-service Teachers’ Digital Native Traits on Their Technology Acceptance: A Serbian Perspective. Education and Information Technologies, 27, 2022
Ozyurt, O., & Ayaz, A. (2022). Twenty-five years of education and information technologies: Insights from a topic modeling based bibliometric analysis. Education and Information Technologies, 27, 2022
Ölmez, R., & Kavaklı Ulutaş, N. (2022). An Analysis of Technology Acceptance Model (TAM) in Developing Pre-Service EFL Teachers’ Web Pedagogical Content Knowledge (WPACK) and Critical Digital Literacy (CDL). Unpublished MA Thesis. Izmir Demokrasi University, Turkey
Özdamlı, F., Hürsen, Ç., & Özçinar, Z. (2009). Teacher Candidates’ Attitudes towards the Instructional Technologies. Procedia-Social and Behavioral Sciences, 1(1), 2009
Papakostas, C., Troussas, C., Krouska, A., & Sgouropoulou, C. (2022). Exploring Users’ Behavioral Intention to Adopt Mobile Augmented Reality in Education through an Extended Technology Acceptance Model. International Journal of Human-Computer Interaction, 39(6), 2022
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The Technology Acceptance Model (TAM): A Meta-Analytic Structural Equation Modeling Approach to Explaining Teachers’ Adoption of Digital Technology in Education. Computers & Education, 128, 2019
Teo, T., Chai, C. S., Hung, D., & Lee, C. B. (2008). Beliefs about Teaching and Uses of Technology among Pre‐Service Teachers. Asia‐Pacific Journal of Teacher Education, 36(2), 2008
Teo, T., & Van Schalk, P. (2009). Understanding Technology Acceptance in Pre-Service Teachers: A Structural-Equation Modeling Approach. Asia-Pacific Education Researcher, 18(1), 2009
Teo, T. (2011). Factors Influencing Teachers’ Intention to Use Technology: Model Development and Test. Computers & Education, 57(4), 2011
Teo, T. (2012). Examining the Intention to Use Technology among Pre-Service Teachers: An Integration of the Technology Acceptance Model and Theory of Planned Behavior. Interactive Learning Environments, 20(1), 2012
Teo, T., & Wong, S. L. (2013). Modeling Key Drivers of E-Learning Satisfaction among Student Teachers. Journal of Educational Computing Research, 48(1), 2013
Teo, T., Fan, X., & Du, J. (2015). Technology Acceptance among Pre-Service Teachers: Does Gender Matter? Australasian Journal of Educational Technology, 31(3), 2015
Teo, T. (2019). Students and Teachers' Intention to Use Technology: Assessing Their Measurement Equivalence and Structural Invariance. Journal of Educational Computing Research, 57(1), 2019
Venkatesh, V., & Davis, F. D. (1996). A Model of the Antecedents of Perceived Ease of Use: Development and Test. Decision Sciences, 27(3), 1996
Venkatesh, V. (2000). Determinants of Perceived Ease of Use: Integrating Control, Intrinsic Motivation, and Emotion into the Technology Acceptance Model. Information Systems Research, 11(4), 2000
Venkatesh, V., & Davis, F. D. (2000). A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science, 46(2), 2000
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 2003.
Venkatesh, V., & Bala, H. (2008). Technology Acceptance Model 3 and a Research Agenda on Interventions. Decision Sciences, 39(2), 2008
Venkatesh, V., Thong, J. Y., & Xu, X. (2012). Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly, 2012
Weerasinghe, S., & Hindagolla, M. (2017). Technology Acceptance Model in the Domains of LIS and Education: A Review of Selected Literature. Library Philosophy & Practice, 1582, 2017
Wong, K. T. (2013). Understanding Student Teachers' Behavioral Intention to Use Technology: Technology Acceptance Model (TAM) Validation and Testing. Online Submission, 6(1), 2013
Zhou, L., Xuw, S., & Li, R. (2022). Extending the Technology Acceptance Model to Explore Students’ Intention to Use an Online Education Platform at a University in China. SAGE Open, 2022
