A study of K-12 teachers’ TPACK on the technology acceptance of E-schoolbag
Abstract
E-Schoolbag is an integrated platform presented on the portable digital devices for educational purposes. Successful and sustainable integration of e-Schoolbag into the classroom often demands teachers to be equipped with essential knowledge, skills, and willingness to employ it on a voluntary basis. The purpose of this study was to examine if teacher’s TPACK abilities could predict their inclination to use e-Schoolbag. A total of 1185 teachers from 45 primary and secondary schools in China participated in this study. A structural equation model was established to examine if and how the TPACK framework might affect TAM. Results showed that the teachers’ TPACK level had a large impact on their acceptance of e-Schoolbag through perceived usefulness (PU) and ease of use (EOU). Specifically, the technological knowledge (TK) component was more significantly correlated with the e-Schoolbag acceptance than Pedagogical knowledge (PK) and content knowledge (CK). The path coefficient value further showed that TPACK affected the EOU more than the PU.
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Yang et al. highlighted the positive impact of teachers' TPACK on their perceived ease of use, usefulness, and overall acceptance of E-Schoolbag.
“Likewise, Yang et al. [40] highlighted the positive impact of teachers' TPACK on their perceived ease of use, usefulness, and overall acceptance of E-Schoolbag.”
From Modeling teachers’ acceptance of generative artificial intelligence use in higher education: the role of AI literacy, intelligent TPACK, and perceived trust (2024) · cites this paper as [40]
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- Authors
- Yang, J., Wang, Q., Wang, J., Huang, M., & Ma, Y.
- Affiliations
- Qingdao University (CN)
- Nanyang Technological University (SG)
- South China Normal University (CN)
- School of Education, Qingdao University
- Venue
- Interactive Learning Environments
- Publisher
- Informa UK Limited
- Published
- 2019-06-10
- Volume
- 29
- Issue
- 7
- Pages
- 1062-1075
- ISSN
- 1049-4820 (ISSN-L)
- 1744-5191
- OpenAlex
- W2951658410
- Cited by
- 83
- References
- 41
- Citations by year
- 2026: 13 · 2025: 18 · 2024: 16 · 2023: 16 · 2022: 10 · 2021: 9 · 2020: 1
- FWCI
- 5.92
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Interactive Learning Environments (publishedVersion)
- NIE Digital Repository (National Institute of Education, Nanyang Technological University) (submittedVersion)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
- Social Sciences › Education › Education and Technology Integration
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- TPACK, teacher technology acceptance, educational technology integration, perceived usefulness, perceived ease of use, technological knowledge, pedagogical knowledge, content knowledge, K-12 teachers
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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