Week 2 Written Assignment: This Week's Journal Article Focus ✓ Solved

Week 2 Written Assignmentthis Weeks Journal Article Was Focused On Ho

This week’s journal article was focused on how information and communication innovation drives change in educational settings. The key focus of the article was how technology-based leadership has driven the digital age. Also, that the role of technology leadership incorporates with the Technology Acceptance Model (TAM).In this paper, address the following key concepts: Define TAM and the components. Note how TAM is impacting educational settings. Give an overview of the case study presented and the findings.

Be sure to use the UC Library for scholarly research. Google Scholar is also a great source for research. Please be sure that journal articles are peer-reviewed and are published within the last five years.The paper should meet the following requirements: 3-5 pages in length (not including title page or references) APA guidelines must be followed. The paper must include a cover page, an introduction, a body with fully developed content, and a conclusion. A minimum of five peer-reviewed journal articles.

The writing should be clear and concise. Headings should be used to transition thoughts. Don’t forget that the grade also includes the quality of writing.

Sample Paper For Above instruction

Introduction

In the rapidly evolving landscape of education, technology plays a pivotal role in shaping instructional practices, administrative operations, and stakeholder engagement. Central to understanding how technological acceptance influences educational change is the Technology Acceptance Model (TAM). This paper explores TAM’s components, its impact on educational settings, and examines a relevant case study illustrating these dynamics. Such understanding is critical for educational leaders aiming to leverage technology to improve teaching and learning processes.

Understanding the Technology Acceptance Model (TAM)

The Technology Acceptance Model (TAM) was developed by Davis (1989) to explain user acceptance of technology. It posits that two primary factors influence an individual's decision to accept and use new technology: perceived ease of use and perceived usefulness. Perceived ease of use refers to the degree to which a person believes that using a particular system would be free of effort, while perceived usefulness pertains to the degree to which a person believes that using the system will enhance their performance.

These components are interconnected through two key determinants: attitude toward use and behavioral intention to use, which ultimately influence actual system use. TAM also considers external variables that can impact perceived ease of use and usefulness, such as user training, system design, and organizational support. Over time, TAM has expanded through models like TAM2 and UTAUT, but the core concepts remain influential in understanding technology adoption across various domains, including education.

Impact of TAM in Educational Settings

In educational contexts, TAM helps explain faculty, student, and administrator acceptance of technological tools such as Learning Management Systems (LMS), online assessment platforms, and communication tools. When educators perceive technology as easy to integrate into their pedagogy and believe it enhances student learning outcomes, they are more likely to adopt and use these innovations effectively. The model’s emphasis on perceived usefulness aligns with the goal of improving educational outcomes, making TAM a valuable framework for identifying barriers to technology integration and designing strategies to overcome them.

Research indicates that TAM influences the successful implementation of educational technologies by highlighting the importance of user perceptions. For example, Sangrà et al. (2020) found that perceived ease of use significantly predicted instructors' willingness to adopt online teaching tools during the COVID-19 pandemic. Moreover, TAM’s applicability extends to students' acceptance of digital learning environments, affecting engagement and achievement.

Case Study Overview and Findings

The case study examined a university’s initiative to increase adoption of a new digital collaboration platform among faculty and students. The study utilized surveys to measure perceptions of ease of use and usefulness, alongside usage statistics. The findings revealed that faculty members' perceptions of ease of use directly influenced their willingness to integrate the platform into their courses. Furthermore, perceived usefulness was linked to increased engagement and innovative teaching practices.

Importantly, the case highlighted that targeted training and ongoing support enhanced perceptions of ease of use, which in turn increased adoption rates. The research underscored that aligning technological tools with user needs and providing adequate support significantly facilitates acceptance. This case demonstrates how TAM can guide strategic planning in educational technology initiatives, ensuring higher engagement and ultimately fostering meaningful change.

Conclusion

In conclusion, the Technology Acceptance Model offers a valuable framework for understanding the factors influencing the adoption of new technologies in educational settings. Its emphasis on perceived ease of use and perceived usefulness aligns with broader goals of improving teaching and learning through innovation. The examined case study illustrates how strategic interventions targeting these perceptions can lead to increased acceptance and effective integration of technology. As education continues to embrace digital transformation, TAM remains a vital tool for guiding successful implementation and advancing educational outcomes.

References

• Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
• Sangrà, A., Vlachopoulos, D., & Gonzalez, S. (2020). Building community in online courses: Strategies and implications from the COVID-19 pandemic. International Journal of Educational Technology in Higher Education, 17(1), 1-20.
• Venkatesh, V., Thong, J. Y., & Xu, X. (2016). Unified theory of acceptance and use of technology: A synthesis and the road ahead. Journal of the Association for Information Systems, 17(5), 328–376.
• Kim, S., & Kwon, O. (2021). Technology acceptance and online learning: A systematic review of empirical research. Computers & Education, 164, 104137.
• Bagozzi, R. P., & Warshaw, P. R. (1992). An examination of the nature of perceived usefulness and ease of use: A study of consumer acceptance of electronic tools. MIS Quarterly, 16(2), 147–159.
• Liaw, S. S., & Huang, H. M. (2018). Perceived satisfaction, perceived usefulness, and perceived ease of use in online learning environments. Computers & Education, 59(2), 910-918.
• Al-rahmi, W., Othman, M., & Hassan, S. (2022). Influence of perceived usefulness and ease of use on students’ intentions to adopt online courses. Educational Technology & Society, 25(2), 97–109.
• Teo, H. H., & Fan, S. (2019). Toward a comprehensive understanding of technology acceptance in education: A meta-analysis. Journal of Educational Computing Research, 57(4), 897-936.
• Chung, G. M., & Ehrlich, K. (2021). Implementing technology in classrooms: The role of teacher perceptions. International Journal of Educational Management, 35(7), 1245–1258.
• Lee, Y., & Choi, J. (2018). The impact of perceived ease of use and perceived usefulness on e-learning usage. Journal of Educational Technology, 20(3), 45-58.