The Relationship Teachers have with Technology, Implications of the T.A.M. Model

Abstract

Mobile applications and the relationship with online platforms became more important for all of us with the pandemic. The way teachers managed to transition online during the pandemic led to the speed with which they could adapt to the new conditions of lockdown, and the teaching-learning processes. The relationship that teachers managed to develop with the use of technology resulted in its continued use (or not) in education after the pandemic, contributing to the narrowing (or, conversely, widening) of the disparities between digital natives - the students, and digital immigrants - their teachers. The study utilizes the TAM model to capture how teachers interacted with technology at different points in time (during the pandemic and two years after its start) and how they might continue or not to use it in the future. The obtained results emphasize which categories of teachers accepted more easily the modification of the teaching-learning process, thus ranking in the area of being an indicator of change in education. Compared to these first results, it is highlighted that age is an indicator in the acceptance of technology. The other results aim to identify the factors that could determine the change in attitude towards the use of devices.

Keywords

• teachers
• technology
• online platforms
• tam model