The Impact of External Factors on the Acceptance of Educational Technology Among the Indonesian Junior School Teachers

Abstract

Literature shows the immense importance of technology acceptance among junior school teachers. Hence based on the Technology Acceptance Model (TAM), the current study aims to investigate the impact of various external factors, i.e., appreciation learning climate, facilitation learning climate, learning through reflection, and learning through experimentation on the adoption of technology among junior school teachers in Indonesia. Using a quantitative field survey, data were collected from 410 respondents and were analyzed using SmartPls3 by testing through the measurement and structural model. Results revealed that junior school teachers have a positive attitude towards the use of educational technology. Also, the external factors, i.e., appreciation learning climate was positively associated with perceived usefulness. Whereas facilitation learning climate, learning through reflection, and learning through experimentation were found to be positively and significantly associated with the perceived ease of use and actual use of the educational technology. Integrating Motivation-Hygiene Theory with the TAM model, this study revealed how multiple external factors motivate teachers to incorporate educational technology in their teaching methodologies. Besides extending the literature related to TAM and motivation theory, several future research directions are suggested.