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Journal of Information Systems Education

Abstract

Although information technology (IT) has played an increasingly important role in contemporary education, resistance to IT remains significant in the education sector. This study attempts to identify additional key determinants of the IT acceptance in the education sector based on a study in which. 280 full-time teachers who were part-time students of a bachelor degree program participated. The current technology acceptance model (TAM) and the social cognitive theory (SCT) are combined to provide a new framework for this analysis. Results of the study are consistent with the TAM factors for explaining behavioral intention. The study also indicates that the computer self-efficacy (CSE) has substantial influence on the teachers' technology acceptance. Implications of the resulting factors are discussed within the context of education.

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