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首页> 外文期刊>Computers & education >The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education
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The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education

机译：技术接受模型（TAM）：一种用于解释教师在教育中采用数字技术的元分析结构方程建模方法

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摘要

The 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.
机译：长期以来，教师在教学实践中采用技术的程度一直是研究的重点。确实，存在许多模型来解释教室中技术使用的影响因素和机制，其中一种技术接受模型（TAM）及其版本主导了该领域。尽管就TAM中的哪些因素可以预测教师的技术采用达成共识，但当前的领域仍然存在一些争议和不一致的发现。本荟萃分析试图通过将荟萃分析与结构方程模型化方法相结合来澄清其中的一些问题。具体来说，我们从114个经验性TAM研究（N = 34,357名教师）中合成了124个相关矩阵，并测试了TAM及其版本的拟合度。总体而言，TAM很好地说明了技术接受度；但是，某些关键结构的作用和外部变量的重要性与TAM的一些现有观念形成了对比。讨论了对研究和实践的意义。

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