- Perceived ease of use
- Perceived usefulness
- Perceived social norms
Basically, if and thinks a system is easy and useful and if he or she believes others expect it to be used, then that individual will begin and continue using technology.
Notice, also, the perceptions of the user is the relevant factor. If I as a technology-geek think a system is easy to use, but my users do not, then the system is unlikely to be used. As I see Chromebooks replacing laptops in schools, I am hearing teachers say, "it is so much easier to use because it boots up and students are online in no time." Such comments indicate increased ease of use.
The perceptions of usefulness are largely defined for educators in terms of what they are expected to teach. Access to drill-and-practice sites associated with textbooks may be perceived as useful by one teachers whereas tools for collaboration may be perceived as useful to another. I want my children in the classroom where collaboration is valued over drill-and-practice, but the judgement of the teacher will determine how useful technology is in any situation.
Social norms are based largely on observations of others who are judged to be important. A principal who says, "you must use computers in your classroom," but who never stumbles when setting up PowerPoint for a faculty meeting will not increase the social norm. A teacher in the same grade who has students engaged and excited about a technology project and shares her success will increase the social norm.
As we enter the summer season and update and upgrade technology, keep in mind TAM. If you cannot see a direct connection between what you are doing with technology and how it will increase one of the three TAM factors, then don't waste your time.
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