Teaching acceptance of digital technologies in higher education: Evolution and use from the models and theories that explain it
DOI:
https://doi.org/10.17345/ute.2020.2.2860Keywords:
Technology adoption, models, digital technologies, higher education, Systematic Literature ReviewAbstract
At present, it is necessary to consider the problems that arise from the digital society and the transformations that university professors are undergoing to adapt to the changes generated by digital technologies (DT). Consequently, the need to analyze the context in which these changes are occurring emerges, and the idea of finding theories that help to interpret and reflect on issues related to technology and education is promoted. In order to know the state in question of the applicability of the theories and models of technology adoption in the university faculty and to be able to reveal which are the most outstanding and used constructs, we proceeded to the systematic review of the literature on models and theories of technology adoption allowing us to shed light on the advances in this field. Thus, 321 documents were compiled and through criteria of inclusion, exclusion and quality, 47 articles strictly related to the analysis were selected. On the one hand, it has been demonstrated that from the theory of Diffusion of Innovations (TDI), several important models and theories have emerged such as the model of technological acceptance (TAM) and the theory of Reasoned Action (TRA), highlighting the TAM model as the most robust and popular, this has led to its modification in several studies with the incorporation of new constructs, so from the original TAM it has been identified that the most used constructs are perceived utility, perceived ease of use and behavioral intent of use, to these are added more frequently the subjective norm, facilitating conditions and self-efficacy; on the other hand it is evident to determine that the technological adoption in the educational field is also analyzed from another perspective such as the pedagogical one.
Downloads
References
Ajzen, I. (1991a). Measuring oral health behaviour in Flemish health care workers: An application of the theory of planned behaviour. Community Dental Health, 25(2), 107–114. Retrieved from https://doi.org/10.1922/CDH_2120VandenBroucke08
Ajzen, I. (1991b). The theory of planned behavior. Organizational Behavior and Human Decision Processes. Retrieved from https://doi.org/10.1016/0749-5978(91)90020-T
Al-Azawei, A., Parslow, P., & Lundqvist, K. (2017). Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM). Australasian Journal of Educational Technology, 33(2), 1–23. Retrieved from https://doi.org/10.14742/ajet.2741
Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2018). Technology Acceptance Model in M-learning context: A systematic review. Computers and Education, 125, 389–412. Retrieved from https://doi.org/10.1016/j.compedu.2018.06.008
Atiquil Islam, A. Y. M. (2016). Development and validation of the technology adoption and gratification (TAG) model in higher education: A cross-cultural study between Malaysia and China. International Journal of Technology and Human Interaction, 12(3), 78–105. Retrieved from https://doi.org/10.4018/IJTHI.2016070106
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986.
Basak, E., Gumussoy, C. A., & Calisir, F. (2015). Examining the factors affecting PDA acceptance among physicians: An extended technology acceptance model. Journal of Healthcare Engineering, 6(3), 399–418. Retrieved from https://doi.org/10.1260/2040-2295.6.3.399
Becker, S. A., Cummins, M., Davis, A., Freeman, A., Hall, C. G., & Ananthanarayanan, V. (2017). NMC horizon report: 2017 higher education edition. Retrieved from The New Media Consortium:
Bin, E., Islam, A. Y. M. A., Gu, X., Spector, J. M., & Wang, F. L. (2020). A study of Chinese technical and vocational college teachers’ adoption and gratification in new technologies. British Journal of Educational Technology, 0(0). Retrieved from https://doi.org/10.1111/bjet.12915
Davies, S., Mullan, J., & Feldman, P. (2017). Rebooting learning for the digital age: What next for technology-enhanced higher education? HEPI Report, 93, 46. Retrieved from http://www.hepi.ac.uk/wp-content/uploads/2017/02/Hepi_Rebooting-learning-for-the-digital-age-Report-93-02_02_17Web.pdf
Davis, F. (1989). Perceided Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. 15th World Conference on Earthquake Engineering (15WCEE), 13(3), 319–340. Retrieved from https://doi.org/10.1016/S0305-0483(98)00028-0
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of Applied Social Psychology, 22(14), 1111–1132.
Esteban-Millat, I., Martínez-López, F. J., Pujol-Jover, M., Gázquez-Abad, J. C., & Alegret, A. (2018). An extension of the technology acceptance model for online learning environments. Interactive Learning Environments, 26(7), 895–910. Retrieved from https://doi.org/10.1080/10494820.2017.1421560
Fokides, E. (2017). Pre-service teachers’ intention to use MUVES as practitioners - A structural equation modeling approach. Journal of Information Technology Education: Research, 16(1), 47–68. Retrieved from https://doi.org/10.28945/3645
Hidalgo, B. G., Rivera, L., & Delgadillo, R. (2019). Integration of Learning Management System Technology and Social Networking Sites in the E-Learning Mode : A Review and Discussion. ASEE Computers in Education (COED)Journal, 10(2), 1–13. Retrieved from http://asee-coed.org/index.php/coed/article/view/418
Hidalgo Cajo, B. G. (2015). Analisis Matematico del modelo educativo usando facebook: caso de estudio: Universidad Nacional de Chimborazo. Retrieved from http://openaccess.uoc.edu/webapps/o2/handle/10609/43111
Hsu, C. L., Lu, H. P., & Hsu, H. H. (2007). Adoption of the mobile Internet: An empirical study of multimedia message service (MMS). Omega, 35(6), 715–726. Retrieved from https://doi.org/10.1016/j.omega.2006.03.005
Islam, A. Y. M. A. (2014). Validation of the technology satisfaction model (TSM) Developed in higher education: The application of structural equation modeling. International Journal of Technology and Human Interaction, 10(3), 44–57. Retrieved from https://doi.org/10.4018/ijthi.2014070104
Jeong, H. I., & Kim, Y. (2017). The acceptance of computer technology by teachers in early childhood education. Interactive Learning Environments, 25(4), 496–512. Retrieved from https://doi.org/10.1080/10494820.2016.1143376
Keane, T., Keane, W. F., & Blicblau, A. S. (2016). Beyond traditional literacy: Learning and transformative practices using ICT. Education and Information Technologies, 21(4), 769–781. Retrieved from https://doi.org/10.1007/s10639-014-9353-5
Kitchenham, B., & Charters, S. (2007). Guidelines for performing Systematic Literature Reviews in Software Engineering. Technical Report, 2(3). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.117.471
Kocaleva, M., Stojanovic, I., & Zdravev, Z. (2015). Model of e-Learning Acceptance and Use for Teaching Staff in Higher Education Institutions. International Journal of Modern Education and Computer Science, 7(4), 23–31. Retrieved from https://doi.org/10.5815/ijmecs.2015.04.03
Lemay, D. J., Morin, M. M., Bazelais, P., & Doleck, T. (2018). Modeling Students’ Perceptions of Simulation-Based Learning Using the Technology Acceptance Model. Clinical Simulation in Nursing, 20, 28–37. Retrieved from https://doi.org/10.1016/j.ecns.2018.04.004
Liu, I. F., Chen, M. C., Sun, Y. S., Wible, D., & Kuo, C. H. (2010). Extending the TAM model to explore the factors that affect Intention to Use an Online Learning Community. Computers and Education, 54(2), 600–610. Retrieved from https://doi.org/10.1016/j.compedu.2009.09.009
Liu, Y., Li, H., & Carlsson, C. (2010). Factors driving the adoption of m-learning: An empirical study. Computers and Education, 55(3), 1211–1219. Retrieved from https://doi.org/10.1016/j.compedu.2010.05.018
Luan, W. S., & Teo, T. (2009). Investigating the Technology Acceptance among Student Teachers in Malaysia: An Application of the Technology Acceptance Model (TAM). The Asia-Pacific Education Researcher, 18(2). Retrieved from https://doi.org/10.3860/taper.v18i2.1327
Mazman Akar, S. G. (2019). Does it matter being innovative: Teachers’ technology acceptance. Education and Information Technologies, 24(6), 3415–3432. Retrieved from https://doi.org/10.1007/s10639-019-09933-z
Moore, G. C., & Benbasat, I. (1991). Moore, G. C., & Benbasat, I. (1991). Development of an instrument to measure the perceptions of adopting an information technology innovation., (January 2018). Retrieved from https://doi.org/10.1287/isre.2.3.192
Motaghian, H., Hassanzadeh, A., & Moghadam, D. K. (2013). Factors affecting university instructors’ adoption of web-based learning systems: Case study of Iran. Computers and Education, 61(1), 158–167. Retrieved from https://doi.org/10.1016/j.compedu.2012.09.016
Nagy, J. (2018). Evaluation of Online Video Usage and Learning Satisfaction: An Extension of the Technology Acceptance Model. International Review of Research in Open and Distributed Learning, 19(1).
Okyere-Kwakye, E., Nor, K. M., & Ologbo, A. C. (2016). Technology acceptance: Examining the intentions of ghanaian teachers to use computer for teaching. African Journal of Library Archives and Information Science, 26(2), 119–132.
Park, E., & Kwon, S. J. (2016). The adoption of teaching assistant robots: A technology acceptance model approach. Program-Electronic Library and Information System., 50(4), 354–366. Retrieved from https://doi.org/10.1108/PROG-02-2016- 0017
Renda dos Santos, L. M., & Okazaki, S. (2014). Marco Teórico de la Adopción de la Enseñanza On-Line. Desafio Online, 2, 790–813. Retrieved from https://www.bps.go.id/dynamictable/2018/05/18/1337/persentase-panjang-jalan-tol-yang-beroperasi-menurut-operatornya-2014.html
Rogers, E. M. (1962). Diffusion of Innovations. Inc., New York.
Rogers, E. M. (1995). Diffusion of Innovations4 The Free Press New York Google Scholar.
Ros, S., Hernández, R., Caminero, A., Robles, A., Barbero, I., Maciá, A., & Holgado, F. P. (2015). On the use of extended TAM to assess students’ acceptance and intent to use third-generation learning management systems. British Journal of Educational Technology, 46(6), 1250–1271. Retrieved from https://doi.org/10.1111/bjet.12199
Sánchez-Mena, A., Martí-Parreño, J., & Aldás-Manzano, J. (2017). The effect of age on teachers’ intention to use educational video games: A TAM approach. Electronic Journal of E-Learning, 15(4), 355–366. Retrieved from https://files.eric.ed.gov/fulltext/EJ1154704.pdf
Sang, G., Valcke, M., Braak, J. van, & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers and Education, 54(1), 103–112. Retrieved from https://doi.org/10.1016/j.compedu.2009.07.010
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers and Education, 128, 13–35. Retrieved from https://doi.org/10.1016/j.compedu.2018.09.009
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers and Education, 94, 252–275. Retrieved from https://doi.org/10.1016/j.compedu.2015.11.008
Tarcan, E., Varol, E. S., Kantarci, K., & Firlar, T. (2012). A study on Kazakh Academicians’ information technology acceptance. Kazak Akademisyenlerin Bilgi Teknolojilerini Kabulü Üzerine Bir Araştidotlessrma, 62(62), 205–230. Retrieved from http://www.acarindex.com/dosyalar/makale/acarindex-1423873036.pdf
Taylor, S., & Todd, P. (1995). Understanding information technology usage: A test of competing models. Information Systems Research, 6(October 2014), 144–176. Retrieved from http://pubsonline.informs.org/doi/pdf/10.1287/isre.6.2.144
Teo, T, Ursavaş, O. F., & Bahçekapili, E. (2012). An assessment of pre-service teachers’ technology acceptance in Turkey: A structural equation modeling approach. Asia-Pacific Education Researcher, 21, 191–202. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-84858763296&partnerID=40&md5=ef3aac58ae408c5dcc82c482d62e6f92
Teo, Timothy. (2010). Examining the influence of subjective norm and facilitating conditions on the intention to use technology among pre-service teachers: A structural equation modeling of an extended technology acceptance model. Asia Pacific Education Review, 11(2), 253–262. Retrieved from https://doi.org/10.1007/s12564-009-9066-4
Teo, Timothy. (2012). Examining the intention to use technology among pre-service teachers: An integration of the Technology Acceptance Model and Theory of Planned Behavior. Interactive Learning Environments, 20(1), 3–18. Retrieved from https://doi.org/10.1080/10494821003714632
Teo, Timothy. (2015). Comparing pre-service and in-service teachers’ acceptance of technology: Assessment of measurement invariance and latent mean differences. Computers and Education, 83, 22–31. Retrieved from https://doi.org/10.1016/j.compedu.2014.11.015
Teo, Timothy, Ursavaş, Ö. F., & Bahçekapili, E. (2011). Efficiency of the technology acceptance model to explain pre-service teachers’ intention to use technology: A Turkish study. Campus-Wide Information Systems, 28(2), 93–101. Retrieved from https://doi.org/10.1108/10650741111117798
Thompson, R. L., Higgins, C. A., & Howell, J. M. (1991). Personal computing: toward a conceptual model of utilization. MIS Quarterly, 125–143.
Traxler, J. (2009). Learning in a Mobile Age. International Journal of Mobile and Blended Learning (IJMBL), 1(1), 1–12. Retrieved from https://doi.org/10.4018/jmbl.2009010101
Vallerand, R. J. (1997). Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation. Advances in Experimental Social Psychology, 29(C), 271–360. Retrieved from https://doi.org/10.1016/S0065-2601(08)60019-2
Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273–315. Retrieved from https://doi.org/10.1111/j.1540-5915.2008.00192.x
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186–204. Retrieved from https://doi.org/https://doi.org/10.1287/mnsc.46.2.186.11926
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User Acceptance of Information Technology: Toward a Unified View. Source: MIS Quarterly, 27(3), 425–478. Retrieved from https://doi.org/10.2307/30036540
Wong, K. T., Teo, T., & Russo, S. (2012). Influence of gender and computer teaching efficacy on computer acceptance among Malaysian student teachers: An extended technology acceptance model. Australasian Journal of Educational Technology, 28(7), 1190–1207. Retrieved from https://ajet.org.au/index.php/AJET/article/view/796/96
Yu, Z. (2020). Visualizing co-citations of technology acceptance models in education. Journal of Information Technology Research, 13(1), 77–95. Retrieved from https://doi.org/10.4018/JITR.2020010106
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Universitas Tarraconensis. Revista de Ciències de l'Educació
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Los / las autores/oras que publiquen en esta revista aceptan los términos siguientes:
- Los autores/oras conservan los derechos de autor y conceden en la revista el derecho de primera publicación de la obra, registrada bajo una licencia de reconocimiento de Creative Commons (CC BY-NC-SA), que permite que se haga difusión reconociendo la autoría y la primera publicación en esta revista.
- Los autores/oras pueden establecer, independientemente, otras disposiciones contractuales que permitan la publicación de la versión publicada en esta revista en otros medios (por ejemplo, en un repositorio institucional o en un libro), con el reconocimiento de la publicación inicial en esta revista.
- Los autores/oras tienen permiso para publicar su obra en línea y se les propone hacerlo (por ejemplo, en repositorios institucionales o en su página web) antes y durante el proceso de entrega, porque puede producir buenos resultados y hacer que la obra publicada reciba más citaciones (Ver The Effect of Open Access).
DECLARACIÓN DE PRIVACIDAD
Los nombres y las direcciones de correo electrónico que hay al sitio web de la revista solo se utilizarán para los usos indicados en esta revista y no estarán disponibles para ningún otro uso ni para terceras personas.
PROMOCIÓN Y DIFUSIÓN DEL ARTÍCULO
Los/las autores/se se comprometen a participar en la máxima difusión de su manuscrito una vez publicado, así como de toda la revista. Se comprometen también a participar activamente en las redes sociales de la revista en la fase preprint, como en la posterior a la edición final. Se tienen que promocionar los artículos utilizando el enlace de la web oficial ( https://revistes.urv.cat/index.php/ute/index ) junto con sus dois, para aumentar la lectura, citación e impacto.
