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Does it matter being innovative: Teachers’ technology acceptance

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Abstract

Teachers’ technology adoption has been the focus of many researches since a long time and various factors affecting adoption process have been examined. Even though various factors affecting technology acceptance process have been revealed, the results are still limited and conflicting. This study aimed to investigate the effect of teachers’ personal innovativeness on their technology acceptance. The study group consisted of 237 primary and secondary school teachers. Descriptive statistics and structural equation modeling were used in data analysis. The results revealed that most of the teachers fall in “early majority” category of adoption and their innovativeness level was found to be low. Perceived usefulness and perceived ease of use of highly innovative teachers were found to be significantly higher than their low level counterparts. The results of structural equation model showed that personal innovativeness was influential in the technology acceptance of teachers. Perceived usefulness, perceived ease of use and subjective norms were direct determinants of behavioral intention, whereas personal innovativeness’ effect was indirect. In addition, personal innovativeness has been found have a positive effect on perceived usefulness, perceived ease of use and subjective norms.

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  1. Faculty of Education, Department of Computer Education and Instructional Technologies, Usak University, 64100, Usak, Turkey

    Sacide Güzin Mazman Akar

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Mazman Akar, S.G. Does it matter being innovative: Teachers’ technology acceptance. Educ Inf Technol 24, 3415–3432 (2019). https://doi.org/10.1007/s10639-019-09933-z

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