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An Overview

The field of education is undergoing a significant transformation as a result of the rapid

advancements in technology. Technology-based leadership has driven the digital age, and the

role of technology leadership is closely intertwined with the Technology Acceptance Model

(TAM). TAM is a theoretical model used to understand and predict user acceptance of

information technology. The purpose of this essay is to define TAM, its components, and its

impact on educational settings. The essay will also provide an overview of a case study presented

in a journal article and the findings of the study. Rapid technological advancements have

influenced changes across a wide range of economic disciplines. There has been no omission of

any educational level from pre-K to higher (HEI). Students in higher education are not only huge

consumers of information but also major contributors to the body of knowledge in their

respective fields (Fernandez, 2017). Since the new world order places a priority on accelerating

the adoption and integration of technology within educational institutions, IT administrators are

required to help attain this goal.

Technology such as e-learning, social media, AI, and big data are just a few examples of

how education has evolved in response to these advancements. Both quantitative and qualitative

models can be used to predict and assess the impact of IT deployments. Organizational culture

and management style are two of many elements that influence whether or not a technology is

adopted.

Those in administrative roles within the educational sector are often expected to juggle a

number of different obligations, many of which have a management or administrative focus.

Leaders must also understand how to use technology in the classroom to its full potential. People
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involved in the development and use of technology must have a thorough understanding of

human behavior.

Definition of Technology Acceptance Model (TAM)

The Technology Acceptance Model (TAM) was first proposed by (Silva P, 2015) and is

based on the idea that a user’s intention to use a technology is largely driven by their perceived

usefulness and perceived ease of use. Perceived usefulness refers to the degree to which a user

believes that using a technology will enhance their job performance. Perceived ease of use, on

the other hand, refers to the degree to which a user believes that using a technology is easy and

straightforward.

Components of TAM

The components of the model are as follows;

Perceived usefulness: The degree to which a user believes that using a technology will enhance

their job performance.

Perceived ease of use: The degree to which a user believes that using a technology is easy and

straightforward.

Attitude towards using: The overall evaluation of a technology by a user.

Behavioral intention to use: The degree to which a user intends to use a technology.

Actual use: The extent to which a user actually uses a technology.

Relevance of TAM in educational settings

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TAM has been widely applied in various fields, including education, where it is used to

understand and predict the adoption and usage of educational technologies by teachers and

students. The model is particularly relevant in educational settings because it provides insights

into the factors that influence the adoption and integration of new technologies in the classroom.

Strelan, P. (2019)

Impact of TAM in educational settings

Perceived usefulness and perceived ease of use as predictors of user acceptance

One of the key findings of research that has applied TAM in educational settings is that

perceived usefulness and perceived ease of use are the strongest predictors of user acceptance.

Teachers who believe that using technology in the classroom will enhance their job performance

and students who believe that technology is easy to use are more likely to adopt and use

technology in their learning. Additionally, research has shown that teachers and students who

have a positive attitude towards using technology are more likely to use it in their teaching and

learning activities Hendrayati, H. (2021, September).

Increased use of technology in the classroom

The impact of TAM in educational settings can be seen in the increasing use of

technology in the classroom. Schools and universities are investing in new technologies such as

learning management systems, interactive whiteboards, and mobile devices to enhance teaching

and learning. The adoption of these technologies has been driven by the belief that they can

improve student outcomes and make teaching more efficient Al-Adwan, A. S. (2021).

Preparing students for a digital world

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In addition, the increasing use of technology in the workplace has made it imperative for

schools and universities to prepare students for a digital world. As technology continues to play

an increasingly important role in our lives, it is essential for students to develop the skills and

knowledge needed to succeed in a digital environment. By integrating technology in the

classroom, schools and universities can help students develop the necessary skills and

competencies for the digital age Ngamassi, L. (2020).

The case study presented in the article was focused on the implementation of a learning

management system (LMS) in a large university in the United States. The study aimed to

understand the factors that influence the adoption and usage of the LMS by faculty members.

The findings showed that perceived usefulness and perceived ease of use were the strongest

predictors of faculty members’ intention to use the LMS. Faculty members who believed that the

LMS would enhance their job performance and was easy to use were more likely to adopt and

use the technology in their teaching. The findings also showed that faculty members who had a

positive attitude towards using technology in the classroom were more likely to use the LMS.

Laxman, K. (2020).

Conclusion

The Technology Acceptance Model (TAM) has had a significant impact on educational

settings. The model has provided insights into the factors that influence the adoption and usage

of educational technologies by teachers and students. The results of the case study presented in

the article demonstrate the importance of perceived usefulness and perceived ease of use in

determining the adoption and usage of a learning management system by faculty members. As

technology continues to play an increasingly important role in education, understanding the

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factors that influence user acceptance of new technologies will be crucial for ensuring that

technology is used effectively to enhance teaching and learning.

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Reference

Kemp, A., Palmer, E., & Strelan, P. (2019). A taxonomy of factors affecting attitudes

towards educational technologies for use with technology acceptance models. British Journal of

Educational Technology, 50(5), 2394-2413.

Al-Rahmi, A. M., Al-Rahmi, W. M., Alturki, U., Aldraiweesh, A., Almutairy, S., & Al-

Adwan, A. S. (2021). Exploring the factors affecting mobile learning for sustainability in higher

education. Sustainability, 13(14), 7893.

Rahman, S., Ramakrishnan, T., & Ngamassi, L. (2020). Impact of social media use on

student satisfaction in Higher Education. Higher Education Quarterly, 74(3), 304-319.

Hamid, M. A., Salleh, S., & Laxman, K. (2020). A Study on the Factors Influencing

Students' Acceptance of Learning Management Systems (LMS): A Brunei Case Study.

International Journal of Technology in Education and Science, 4(3), 203-217.

Effendy, F., Hurriyati, R., & Hendrayati, H. (2021, September). Perceived Usefulness,

Perceived Ease of Use, and Social Influence: Intention to Use e-Wallet. In 5th Global

Conference on Business, Management and Entrepreneurship (GCBME 2020) (pp. 311-315).

Atlantis Press.