Akademik Veri Yönetim Sistemi
ASIAN JOURNAL OF DISTANCE EDUCATION, cilt.16, sa.1, ss.74-89, 2021 (Hakemli Dergi)
The extent of barriers in technology integration that teachers have faced in the teaching-learning process has long been the focus of researchers. The main purpose of the current study is to map the perceived internal and external barriers of teachers on TAM while integrating technology into their classroom. The proposed comprehensive model was extended with the internal and external barriers and analyzed by the structural regression technique. The findings, from a sample of 399 teachers across Turkey, showthat internal technology barriers have a direct effect on perceived usefulness, perceived ease of use, attitudes, and behavioural intention. External technology barriers do not have a direct effect but have an indirect effect on perceived usefulness, perceived ease of use, attitudes and behavioural intention. Finally, the findings show that external technology barriers have a direct impact on internal technology barriers.