Acceptance of Assistive Technology by Special Education Teachers: A Structural Equation Model Approach

Abstract

To investigate the acceptance of assistive technology (AT) by special education teachers, the present study developed and tested hypothesized relationships among key determinants of AT acceptance such as the facilitating condition, perceived ease of use, computer self-efficacy, result demonstrability, perceived usefulness, and behavioral intention. Results from analysis of data collected from a number of special education teachers in schools for the visually and/or auditory impaired confirmed the effects hypothesized in our conceptual model of AT acceptance. In particular, perceived usefulness was a dominant factor affecting AT usage. Facilitating condition was strongly related to perceived ease of use, whereas perceived ease of use had a significant effect on computer self-efficacy. This study also found the importance of result demonstrability factor, which had significant effects on both computer self-efficacy and perceived usefulness. This study expanded and enriched a traditional technology acceptance model by further investigating determinants associated with the acceptance of AT by special education teachers for the blind and/or the deaf. In addition, the results of the present study should provide some insights into the understanding of AT acceptance and the decisions of AT utilization, as well as its distribution and training.

Acknowledgments

The research described here has been supported by the National Science Foundation under Grant Numbers DRL-0736221 and DRL-0943317. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.