• The role of information technology (IT) in education has significantly increased, but resistance to technology by public school teachers worldwide remains high. This study examined public school teachers' technology acceptance decision-making by using a research model that is based on key findings from relevant prior research and important characteristics of the targeted user acceptance phenomenon. The model was longitudinally tested using responses from more than 130 teachers attending an intensive 4-week training program on Microsoft PowerPointTM, a common but important classroom presentation technology. In addition to identifying key acceptance determinants, we examined plausible changes in acceptance drivers over the course of the training, including their influence patterns and magnitudes. Overall, our model showed a reasonably good fit with the data and exhibited satisfactory explanatory power, based on the responses collected from training commencement and completion. Our findings suggest a highly prominent and significant core influence path from job relevance to perceived usefulness and then technology acceptance. Analysis of data collected at the beginning and the end of the training supports most of our hypotheses and sheds light on plausible changes in their influences over time. Specifically, teachers appear to consider a rich set of factors in initial acceptance but concentrate on fundamental determinants (e.g. perceived usefulness and perceived ease of use) in their continued acceptance. ()
  • 359 ()
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  • 2016-06-24 ()
  • 10.1016/S0378-7206(03)00050-8 ()
  • 241 ()
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  • 2 ()
  • en ()
  • 2003-12-01 ()
  • Elsevier Science Publishers B. V. ()
  • 18705 ()
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  • Examining technology acceptance by school teachers: a longitudinal study ()
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