Unpacking teachers' intentions to integrate technology: A meta-analysis. (June 2019)

• Record Type: Journal Article
• Authors: Scherer, Ronny; Teo, Timothy
• Is Part Of: Educational research review. Volume 27(2019)
• Page Start: 90
• Page End: 109
• Publication Date: 2019-06
• Subjects: Digital technology -- Meta-analytic structural equation modeling (MASEM) -- Teacher education -- Technology acceptance model (TAM) -- Technology integration; Education -- Research -- Periodicals; 370.7205
• DOI: 10.1016/j.edurev.2019.03.001
• Languages: English
• ISSNs: 1747-938X

Abstract

Abstract: The Technology Acceptance Model (TAM) is a key model describing teachers' intentions to use technology. This meta-analysis clarifies some of the contradictory findings surrounding the relations within the TAM for a sample of 45 studies comprising 300 correlations. We evaluate the overall fit of the TAM and its structural parameters, and quantify the between-sample variation through meta-analytic structural equation modeling. The TAM fitted the data well, and all structural parameters were statistically significant. On average, the TAM variables explained 39.2% of the variance in teachers' intentions to use technology. Several sample, measurement, and publication characteristics, including teachers' experience and the representation of the TAM variables, moderated the relations within the TAM. Overall, the TAM represents a valid model explaining technology acceptance—however, the degree of explanation and the relative importance of predictors vary across samples. Implications for further research, in particular the generalizability of the TAM, are discussed. Highlights: The structural relations in the TAM are synthesized meta-analytically. Parameter-based MASEM suggests random effects in regression coefficients. The direct effect PU.→BI is statistically significantly different from zero. Variation in regression coefficients can be partly explained by study features. The TAM is a valid model describing teachers' technology use intentions.