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To transfer knowledge and build competencies effectively and thus make learning processes successful, diverse requirements exist for the teacher. Sufficient knowledge of the content and proficient pedagogical knowledge have long traditions and have been most influential. The currently growing diffusion of digital teaching and learning requires considering the technology itself, equally relevant as pedagogical and content knowledge for teaching in digital learning settings. Teachers are, however, differently skilled in levering the potentials of these technologies for supporting teaching and learning processes. Furthermore, there has not yet been sufficient research on the influence of teachers' competencies on students' acceptance of digital learning. Therefore, this paper presents an empirical study investigating the effects of different teachers' knowledge facets on the perceived usefulness of digital technologies. Results show that students' acceptance of teaching in digital space is influenced by their perception of the teachers' pedagogical, technological, and content knowledge.



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