Investigating Technology Perceptions Among Secondary School Teachers
A Systematic Literature Review on Perceived Usefulness and Ease of Use
DOI:
https://doi.org/10.48112/aessr.v4i2.746Abstract
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The study aims to review the literature of various research studies based on the perceived ease of use and usefulness of technology among secondary school teachers. This systematic literature review examines secondary school teachers' perceptions regarding the perceived usefulness (PU) and perceived ease of use (PEoU) of technology in educational contexts. The systematic review comprised 30 peer-reviewed research papers from 2015 to 2023, encompassing teacher participants. The results of the review highlight a range of vital significant perspectives. The integration of technology by teachers is significantly affected by elements such as aligning with the Technology Acceptance Model (TAM) and its customized versions, perceived usefulness, and ease of use. Necessary components to enhance teachers' technology adoption rates encompass support and training. The review further emphasizes the significant influence of perceived ease of use and perceived usefulness on ICT adoption, overshadowing the impact of demographic variables. The review process involved stringent eligibility criteria, ensuring that selected studies met specific quality standards and relevance to the research questions. As technology integration in education continues to evolve, this systematic literature review offers valuable insights for educators, developers, and policymakers.
Keywords:
Perceived ease of use, Perceived usefulness, Secondary school teachers, Technology acceptance model, Technology adoptionReferences
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