COMPUTER ANXIETY OF THE DIGITAL TECHNOLOGIES ACCEPTANCE IN SAUDI ARABIA

Abstract

This research focus of was to address the applicability of TAM. A total of 11640 teachers were drawn from a stratified sample randomly, consisting of 6080 male teacher’s and 5560 females’ teachers. The instruments were developed to collect data; the instrument was a questionnaire adopted from four previous studies. Teacher’s use of digital technologies in teaching and learning is influenced by several factors, namely schools’ computer anxiety (CA). This research would further assert that CA on Educators is negatively correlated to PE with regards to digital technology usage. The study found that the intention to use (IU) influenced teacher’s actual use (AU) of digital technologies in primary schools. But perceived usefulness (PU) seems to not influence teacher’s intentions to apply digital technologies in primary schools. Teachers are more likely to be concerned with the ease of use in digital technology in making decisions to use the technology for teaching, as opposed to how digital technology would facilitate better education and learning through their use. The research proposed an extension to the TAM model that accounts for the utilization of the unified model within the CA, PE, PU, IU and AU contexts. The results showed that the TAM structure directly impacts the CA, PE, PU, IU and AU contexts. These results demonstrate the success of the proposed extension in achieving the objectives of this study. This study will contribute to decision-making to disseminate digital technologies adoption among teacher’s in the primary schools and is beneficial to specialists in teacher training, and those in charge of their training in digital technologies.