Extending the technology acceptance model to evaluate teachers’ intention to use dynamic geometry software in geometry teaching

Abstract

The purpose of this study was twofold. Firstly, to extend the Technology Acceptance Model (TAM) to assess secondary mathematics school teachers’ intention to use Dynamic Geometry Software (DGS) in geometry teaching and, second, to examine the relations between the parameters of TAM and the role of external variables. We extended TAM by integrating in the model the notion of ‘perceived pedagogical-learning fit’, which refers to evaluating the pedagogical learning appropriateness of teaching geometry with DGS based on a cognitive-learning model. The results of the study showed that perceived pedagogical-learning fit and attitude are the strongest predictive factors of intention to use a DGS in geometry teaching. The perceived usefulness did not significantly affect their intention to use it. Personal innovation, facilitating condition and computer anxiety had weak to moderate effects on perceived pedagogical-learning fit and perceived ease of use, and indirect effects on intention to use.

KEYWORDS:

• Technology acceptance model
• dynamic geometry
• geometry reasoning
• mathematics teachers

Disclosure statement

No potential conflict of interest was reported by the author(s).