89: Technology Acceptance In 2003, Venkatesh, Morris, Davis and Davis modified the TAM into the Unified Theory of Acceptance and Use of Technology (UTAUT). Through the UTAUT, the scholars sought to compare and unite into one theory eight different theories that had emerged for measuring technology use. According to the UTAUT, four factors are directly Read More
Teacher education has traditionally been informed by a framework comprising the content dimension (what is to be taught or the curriculum) and the pedagogy dimension (how it is taught or instruction). Shulman (1987) suggested teachers’ content knowledge and pedagogical knowledge cannot be developed in isolation, so he proposed “pedagogical content knowledge” (PCK) to describe the Read More
49: Technology Acceptance Model This except is from my book Efficacious Technology Management: A Guide for School Leaders Technology acceptance model was first elucidated to understand the observation “that performance gains are often obstructed by users’ unwillingness to accept and use available systems” (Davis, 1989 p. 319), and it has been used to study decisions Read More
Educators import technology expertise from other industries—the individuals who manage your school network and repair malfunctioning computers probably learned their craft in a field other than education. What they learned about keeping devices functioning and providing you with robust and reliable service can be transferred from business or industry into schools. There is an important Read More
When we stop to think about the tools we use in teaching, especially the digital tools that we have today, the question “Do these help us achieve our goal?” arises and appears only incompletely answered. One’s answer to the question depends, of course, on what we believe the goal to be. For me, one who Read More