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ABSTRACT
Prior research has attempted to incorporate different personal variables within extant theories of technology acceptance models (TAMs). This study further extends TAM by incorporating teachers’ conceptions of teaching and learning (CoTL) in two forms: constructivist and traditional conceptions. The moderating effects of teachers’ demographic variables including age, gender, teaching experience, teaching level, and technology experience were tested. Our findings demonstrated that incorporating CoTL could provide a richer and more nuanced understanding of technology acceptance, although no moderating effects on any demographic variables were found.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes on contributors
Dr. Timothy Teo is Professor of Education and Associate Dean at the University of Macau, Macau, China. His research interests are multi-disciplinary and these include substantive and methodological topics, including educational psychology, ICT in education, music education, and quantitative methods.
Dr. Mingming Zhou is an assistant professor in Faculty of Education at University of Macau. Her research focuses on technology use for academic purposes, including how students search information online for learning, how they monitor and control these processes.