NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ804248
Record Type: Journal
Publication Date: 2008-Aug
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1359-866X
Exploring Teacher Acceptance of E-Learning Technology
Yuen, Allan H. K.; Ma, Will W. K.
Asia-Pacific Journal of Teacher Education, v36 n3 p229-243 Aug 2008
A number of studies have indicated that the successful pedagogical use of technology depends on teachers' attitudes and acceptance towards technology. In order to predict and understand teachers' technology use and acceptance, a well-defined framework is essential. The purpose of the present paper attempts to explore a model to understand teacher acceptance of e-learning technology. A self-reported questionnaire was designed to examine teacher acceptance and attitude towards an online learning platform. Data were collected from 152 in-service teachers who were studying in a part-time teacher education program in Hong Kong. The Technology Acceptance Model (TAM) was used as the core framework for analysis while additional constructs were added in order to find a better model to understand teacher acceptance of e-learning technology. A composite model including five constructs, namely, intention to use, perceived usefulness, perceived ease of use, subjective norm and computer self-efficacy, were formed and tested in the study. LISREL was used in the data analysis. It was found that subjective norm and computer self-efficacy serve as the two significant perception anchors of the fundamental constructs in TAM. However, contrary to previous literature, perceived ease of use became the sole determinant to the prediction of intention to use, while perceived usefulness was non-significant to the prediction of intention to use. Altogether, subjective norm, computer self-efficacy and perceived ease of use were able to explain 68% of the variance observed in users' intention to use the e-learning system. Implications to teacher education and teacher professional development are discussed. (Contains 3 figures and 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong