Combining Technology Acceptance Model and Situated Expectancy-Value Theory to Explore Relations with Technology-Enhanced Teaching Behavior
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| Title: | Combining Technology Acceptance Model and Situated Expectancy-Value Theory to Explore Relations with Technology-Enhanced Teaching Behavior |
|---|---|
| Language: | English |
| Authors: | Florian Hebibi (ORCID |
| Source: | Education and Information Technologies. 2025 30(18):26545-26567. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Computer Attitudes, Educational Technology, Self Efficacy, Elementary School Teachers, Secondary School Teachers, Foreign Countries, Teacher Attitudes, Sex, Familiarity, Computer Uses in Education, Pedagogical Content Knowledge, Intention, Technology Education, Teacher Education |
| Geographic Terms: | Germany |
| DOI: | 10.1007/s10639-025-13795-z |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | Digital technologies play an increasingly important role in teaching and learning. Research potential lies in identifying factors that contribute to technology-enhanced teaching quality. The current study integrates assumptions of the technology acceptance model ("TAM") and the situated expectancy-value theory ("SEVT") into one framework to identify such factors. Along with the TAM, we investigate how factors like teachers' technology-related self-efficacy and technology-related teacher training relate to technology-enhanced teaching quality. Based on SEVT, we also consider the role of psychological factors such as the perceived usefulness and costs of technology usage in class. We draw on a sample of N = 322 teachers from primary and secondary schools in Germany who participated in an online survey. Path models show that perceived usefulness, frequency of technology-related in-person teacher training, teachers' technology-related self-efficacy, teachers' gender, and schools' technology equipment were positively related to constructive support as a dimension of technology-enhanced teaching quality. Understanding the factors that contribute to technology-enhanced teaching quality is relevant for designing educational settings that enhance the quality of teachers' digital technology usage in class. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504420 |
| Database: | ERIC |
| Abstract: | Digital technologies play an increasingly important role in teaching and learning. Research potential lies in identifying factors that contribute to technology-enhanced teaching quality. The current study integrates assumptions of the technology acceptance model ("TAM") and the situated expectancy-value theory ("SEVT") into one framework to identify such factors. Along with the TAM, we investigate how factors like teachers' technology-related self-efficacy and technology-related teacher training relate to technology-enhanced teaching quality. Based on SEVT, we also consider the role of psychological factors such as the perceived usefulness and costs of technology usage in class. We draw on a sample of N = 322 teachers from primary and secondary schools in Germany who participated in an online survey. Path models show that perceived usefulness, frequency of technology-related in-person teacher training, teachers' technology-related self-efficacy, teachers' gender, and schools' technology equipment were positively related to constructive support as a dimension of technology-enhanced teaching quality. Understanding the factors that contribute to technology-enhanced teaching quality is relevant for designing educational settings that enhance the quality of teachers' digital technology usage in class. |
|---|---|
| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-025-13795-z |
