ArticleFrontiers in psychology2021
Preschool Teachers' Technology Acceptance During the COVID-19: An Adapted Technology Acceptance Model.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers.
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Who cites it
15 citing papers in PubMed.
- Preschool Teachers' Intentions to Use GenAI: Extending UTAUT.Behavioral sciences (Basel, Switzerland) · 2026Article
- Modeling teacher education students' adoption of large language models through an extended technology acceptance framework.Scientific reports · 2025Article
- Exploring the determinants of mathematics teachers' willingness to implement STEAM education using structural equation modeling.Scientific reports · 2025Article
- Perceptions of Dental Teachers about Blended Learning: A Qualitative Analysis.International journal of clinical pediatric dentistry · 2024Article
- Acceptance and User Experiences of a Wearable Device for the Management of Hospitalized Patients in COVID-19-Designated Wards in Ho Chi Minh City, Vietnam: Action Learning Project.JMIR human factors · 2024Article
- Rethinking determinants of primary school teachers' technology acceptance during the COVID-19 pandemic.Computers and education open · 2023Article
- On the Technology Acceptance Behavior of Romanian Preschool Teachers.Behavioral sciences (Basel, Switzerland) · 2023Article
- Examining teachers' behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey.Education and information technologies · 2023Article
- Factors influencing college teachers' adoption of live online teaching: a conditional process model of technology acceptance, user satisfaction and privacy concerns.Frontiers in psychology · 2023Article
- Modeling teachers acceptance of learning management system in higher education during COVID-19 pandemic: A developing country perspective.Journal of public affairs · 2022Article
- The Impact of Empowering Leadership on Preschool Teachers' Job Well-Being in the Context of COVID-19: A Perspective Based on Job Demands-Resources Model.Frontiers in psychology · 2022Article
- A Radial Basis Function Neural Network Approach to Predict Preschool Teachers' Technology Acceptance Behavior.Frontiers in psychology · 2022Article
- The STEAM learning performance and sustainable inquiry behavior of college students in China.Frontiers in psychology · 2022Article
- Mindfulness as Moderator Against Emotional Exhaustion Due to Online Teaching During COVID-19 Pandemic: An Investigation Using Job Demands-Resources Model and Conservation of Resource Theory.Frontiers in psychology · 2021Article
- Technology Integration in Higher Education During COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model.Frontiers in psychology · 2021Article
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3 authors.
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No grant is acknowledged in the PubMed record.
Abstract
Online education has become a major reaction to the COVID-19 epidemic, which requires preschool teachers to quickly adapt to online education and accept educational technology. In this emergency background, research on the preschool teachers' technology acceptance provides clues to improve preschool teachers' intention to use educational technology. The Technology Acceptance Model (TAM) is widely used to examine the process of individuals' technology acceptance in the previous literature. Therefore, this study seeks to examine preschool teachers' technology acceptance with the adapted TAM and their determinant factors. The proposed model was empirically validated by using survey data from 1,568 preschool teachers during the COVID-19. Results indicate that preschool teachers' behavioral intention was moderate to high level. Perceived usefulness and perceived ease of use are direct significant predictors of preschool teachers' behavioral intention. Perceived usefulness is affected by perceived ease of use and job relevance. Computer self-efficacy and perceptions of external control are the positive factors toward perceived ease of use. Our findings present powerful evidence for the applicability of the adapted TAM in a sample of Chinese preschool teachers under emergency circumstances. These results highlighted some potential avenues for interventions aimed at improving preschool teachers' acceptance toward educational technology.
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