User Acceptance Of Information Systems The Technology Acceptance Model Tam

Document from the year 2014 in the subject Engineering - Communication Technology, grade: 1,3, Friedrich-Alexander University Erlangen-Nuremberg, course: Managing Information Technology, language: English, abstract: The Technology Acceptance Model (TAM) is an information systems theory. This model was developed by Fred Davis in his dissertation which was published in 1989. Since then, this model has spread to one of the most cited models in the context of technology diffusion (Kotrík). User acceptance of technology has been a vital area of studies for two decades now. Many models do predict the diffusion of a system but the Technology Acceptance model is the only model which focuses mainly on Information Systems (Chuttur). With a growing demand for technology in the 1970’s the increasing failure of adapting systems within enterprises became a new area of research. Fred Davis, a doctoral student at the MIT Sloan School of Management, proposed the Technology acceptance model in 1985. He explained that the use of a system is a response to user’s motivation. User’s motivation on the other hand depends on system features and capabilities. (Chuttur) [...]

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"This book provides a comprehensive understanding and coverage of the various theories, models and related research approaches used within IS research"--Provided by publisher.

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With the increasingly complex and ubiquitous data available through modern technology, digital information is being utilized daily by academics and professionals of all disciplines and career paths. Information Seeking Behavior and Technology Adoption: Theories and Trends brings together the many theories and meta-theories that make information science relevant across different disciplines. Highlighting theories that had their base in the early days of text-based information and expanding to the digitization of the Internet, this book is an essential reference source for those involved in the education and training of the next-generation of information science professionals, as well as those who are currently working on the design and development of our current information products, systems, and services.

This book tackles the latest research trends in technology acceptance models and theories. It presents high-quality empirical and review studies focusing on the main theoretical models and their applications across various technologies and contexts. It also provides insights into the theoretical and practical aspects of different technological innovations that assist decision-makers in formulating the required policies and procedures for adopting a specific technology.

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Technology acceptance can be defined as a user’s willingness to employ technology for the tasks it is designed to support. Over the years, acceptance researchers have become more interested in understanding the factors influencing the adoption of technologies in various settings. From the literature, much research has been done to understand technology acceptance in the business contexts. This is understandable, given the close relationship between the appropriate uses of technology and profit margin. In most of the acceptance studies, researchers have sought to identify and understand the forces that shape users’ acceptance so as to influence the design and implementation process in ways to avoid or minimize resistance or rejection when users interact with technology. Traditionally, it has been observed that developers and procurers of technological resources could rely on authority to ensure that technology was used, which is true in many industrial and organizational contexts. However, with the increasing demands for educational applications of information technology and changing working practices, there is s need to re-examine user acceptance issues as they emerge within and outside of the contexts in which technology was implemented. This is true in the education milieu where teachers exercise the autonomy to decide on what and how technology will be used for teaching and learning purposes. Although they are guided by national and local policies to use technology in the classrooms, teachers spent much of their planning time to consider how technology could be harnessed for effective lesson delivery and assessment to be conducted. These circumstances have provided the impetus for researchers to study technology acceptance in educational settings. Although these studies have typically involved students and teachers as participants, their findings have far-reaching implications for school leaders, policy makers, and other stakeholders. The book is a critical and specialized source that describes recent research on technology acceptance in education represented by educators and researchers from around the world such as Australia, Belgium, China, Hong Kong, Malaysia, Singapore, United Kingdom, and United States of America.