In this small-scale quantitative study, self-reported questionnaires were collected from 152 in-service teachers studying in a university part-time program to investigate their acceptance towards an e-learning platform, Interactive Learning Network (ILN). The Technology Acceptance Theory (TAM) was used as the core framework for analysis while additional constructs were added in order to find a better model to understand teacher acceptance of e-learning technology. A composite model including five constructs, namely, intention to use, perceived usefulness, perceived ease of use, subjective norm, and computer self-efficacy, were formed and tested in the empirical field environment. It was found that subjective norm and computer self-efficacy serve as the two significant perception anchors of the fundamental constructs, perceived ease of use and perceived usefulness in the TAM. However, contrary to previous literature, perceived ease of use became the sole determinant to the prediction of intention to use, while perceived usefulness was non-significant to the prediction of intention to use. This seems to indicate that the applicability of TAM is uncertain in the educational context as well as the distinctive characteristics of e-learning technology.
Allan H.K. Yuen, (Ph.D) is Associate Professor and Head of Division, Division of Information and Technology Studies, Faculty of Education, The University of Hong Kong, Pokfulam Road, Hong Kong, he is also Deputy Director of the Centre for Information Technology in Education (CITE) since its establishment in 1998. He is the Vice President of the Hong Kong Association for Educational Communications and Technology (HKAECT). Alan has led a number of research and development projects on information technology in education. His research interests include computer supported collaborative learning, information technology leadership and management in education, computer studies education, and teacher education.