Investigating the Application of Technology Acceptance Model in Smart Schools

The rapid growth of information and communication technology has brought about substantial changes in educational practices and approaches. Education and training have received more attention in view of technological developments and emerging requirements. The aim of this study was to investigate school principals’ application of Technology Acceptance Model (TAM) in smart schools of Qom, Iran. This was a descriptive-correlational study. The study population included all smart school principals in Qom in 2018. Purposeful sampling was applied to identify and select 70 principals as the participants of the study. Davis’ TAM questionnaire with a reliability coefficient of 0.78 was used for data collection. Descriptive statistics, including mean and standard deviation, were calculated for data analysis, and Pearson correlation coefficient was used in the inferential analysis. Significant positive relationships were observed between perceived usefulness and attitude towards the use of technology (r=73, P<0.01), perceived usefulness and willingness to use technology (r=64, P<0.01), perceived ease of use and attitudes towards the use of technology (r=39, P<0.01), perceived ease of use and perceived usefulness of technology (r=43, P<0.01), and finally the tendency to use and actual use of technology (r=63, P<0.01). In order to improve the performance of smart schools, it is recommended to cultivate a positive and constructive attitude towards technology among principals and teachers in a dynamic way.