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Applying the Technology Acceptance Model to Elucidate K-12 Teachers’ Use of Digital Learning Platforms in Thailand during the COVID-19 Pandemic

Author

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  • Noawanit Songkram

    (Department of Educational Technology and Communication, Faculty of Education, Chulalongkorn University, Bangkok 10330, Thailand
    Learning Innovation for Thai Society Research Unit (LIFTS), Chulalongkorn University, Bangkok 10330, Thailand)

  • Hathaiphat Osuwan

    (Department of Educational Technology and Communication, Faculty of Education, Chulalongkorn University, Bangkok 10330, Thailand)

Abstract

With the emergence of the novel coronavirus disease 2019 (COVID-19) pandemic in 2020, educational institutions had to rapidly adapt from face-to-face to online learning to ensure continued education. Various digital learning platforms were tools for online teaching. Therefore, this study aimed to examine the acceptance of technology and behavioral intentions to use digital learning platforms of K-12. Toward this end, the study employed the technology acceptance model as a framework and was expanded with various variables, including technology self-efficacy, subjective norms, and facilitating conditions. An online questionnaire collected data from 519 K-12 teachers in Thailand. The structural equation modeling approach tested the proposed model. The results demonstrated that attitude and subjective norms significantly influenced behavioral intentions toward use, whereas perceived usefulness and ease of use directly influenced attitudes. Moreover, technology self-efficacy, subjective norms, and facilitating conditions influenced perceived ease of use. The findings can serve as a reference for teachers, school administrators, and policymakers in increasing the acceptance of digital learning platforms among future teachers.

Suggested Citation

  • Noawanit Songkram & Hathaiphat Osuwan, 2022. "Applying the Technology Acceptance Model to Elucidate K-12 Teachers’ Use of Digital Learning Platforms in Thailand during the COVID-19 Pandemic," Sustainability, MDPI, vol. 14(10), pages 1-12, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:10:p:6027-:d:816550
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    References listed on IDEAS

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    1. Corlane Barclay & Charlette Donalds & Kweku-Muata Osei-Bryson, 2018. "Investigating critical success factors in online learning environments in higher education systems in the Caribbean," Information Technology for Development, Taylor & Francis Journals, vol. 24(3), pages 582-611, July.
    2. Betul Yikici & Fahriye Altinay & Zehra Altinay & Ramesh Chander Sharma & Gokmen Dagli, 2022. "Adoption of Online Education and Pedagogy as New Codes of Life for New Future in Rural Regions," Sustainability, MDPI, vol. 14(9), pages 1-19, May.
    3. Lorenz Graf-Vlachy & Katharina Buhtz & Andreas König, 2018. "Social influence in technology adoption: taking stock and moving forward," Management Review Quarterly, Springer, vol. 68(1), pages 37-76, February.
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    Cited by:

    1. Chueh, Hao-En & Huang, Duen-Huang, 2023. "Usage intention model of digital assessment systems," Journal of Business Research, Elsevier, vol. 156(C).

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