Technology Acceptance Among In-Service Teachers in Myanmar
Main Article Content
Keywords
Preferred teaching styles, technology acceptance, technology use, sustainable development
Abstract
Technological innovation is increasingly recognized as a transformative force driving educational change, especially within ASEAN contexts, where it promotes learner-centered pedagogies and flexible teaching practices. However, the effectiveness of such integration critically depends on teachers' acceptance, which is influenced by contextual and systemic factors. Using a quantitative survey design, this study examines technology acceptance among 590 in-service teachers in Myanmar. The results show generally positive levels of acceptance. Significant differences are also observed based on gender, designation, and teaching experience. Furthermore, technology acceptance is associated with the teachers' perceived technology usage and preferred pedagogical approaches. This study contributes to the existing literature by situating Myanmar's experiences within broader regional discussions and providing valuable insights for policymakers and higher education leaders seeking to align professional development, infrastructure upgrades, and sustainable educational reforms. It also suggests implementing blended and learner-centered approaches in teacher education institutions so that teachers will be prepared to cultivate resilient, digitally skilled citizens supported by the Sustainable Development Agenda.
References
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Akturk, A. O., Ozturk, H. T., & Ozturk, E. (2022). Teachers and Education 4.0: The transformation of teaching and learning practices. Education and Information Technologies, 27(1), 45-62. https://doi.org/10.1007/s10639-021-10752-7
Aktürk, C., Talan, T., & Çerçi, C. C. (2022). Education 4.0 and university 4.0 from the society 5.0 perspective. In Proceedings of the 12th International Conference on Advanced Computer Information Technologies (ACIT) (pp. 577-582). IEEE.
Alieto, E., et al. (2024). Teaching inside a digital classroom: A quantitative analysis of educators' attitudes toward online teaching, their technological proficiency, and access to technology. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24319
ASEAN Secretariat. (2015). ASEAN 2025: Forging ahead together. ASEAN Secretariat. https://www.asean.org/ wp-content/uploads/2015/12/ASEAN-2025-Forging-Ahead-Together-final.pdf
ASEAN Secretariat. (2022). ASEAN education ministers' declaration on digital transformation of education systems in ASEAN. ASEAN Secretariat. https://asean.org
ASEAN Secretariat. (2025). Digital literacy and transformation in ASEAN: A call for education policy brief. ASEAN Secretariat. https://asean.org
Boonyanant, S., Wongwanich, S., & Phumphong, S. (2021). Thai teachers' readiness for digital pedagogy: Evidence from upper-secondary education. Education and Information Technologies, 26(7), 7853-7871. https://doi.org/10.1007/s10639-021-10620-0
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https:// doi.org/10.2307/249008
Davis, F. D. (2015a). On the relationship between HCI and technology acceptance research. In P. Zhang & D. Galletta (Eds.), Human-computer interaction and management information systems: Foundations (pp. 409-415). Routledge.
Davis, F. D. (2015b). Technology acceptance model. In M. Khosrow-Pour (Ed.), Encyclopedia of information science and technology (3rd ed., pp. 375-382). IGI Global. https://doi.org/10.4018/978-14666-5888-2.ch037
Diseko, R. (2022). Factors affecting teacher acceptance of tablets in their teaching practice. International Journal of Education and Development using ICT, 18(1), 34-50. https://doi.org/10.1016/j.iheduc.2022.100024
Fishbein, M. (1979). A theory of reasoned action: Some applications and implications. In H. E. Howe & M. M. Page (Eds.), Nebraska Symposium on Motivation (Vol. 27, pp. 65-116). University of Nebraska Press. https://www.scirp.org/reference/ referencespapers?referenceid=3479271
Fishbein, M., & Ajzen, I. (2010). Predicting and changing behavior: The reasoned action approach. Psychology Press. https:// doi.org/10.4324/9780203838020
Flam, A., Habler, B., & Westbrook, J. (2025). Exploring teacher digital skills and literacy competencies: A curated list of frameworks and resources. EdTech Hub. https://docs.edtechhub.org
Flórez, M. T., Aguilar, E., & Cortez, M. (2017). Digital education policies in Asia: Comparative perspectives. Asian Education Review, 8(2), 123-137.
Flórez, M. T., Casallas, R., Hernández, M., Reyes, A., Restrepo, S., & Danies, G. (2017). Changing a generation's way of thinking: Teaching computational thinking through programming. Review of Educational Research, 87(4), 834-860. https://doi.org/10.3102/0034654317710096
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age: The IEA international computer and information literacy study. Springer. https://doi.org/10.1007/978-3-319-14222-7
Georgiou, D., Manousou, E., & Papanikolaou, K. (2023). Rethinking determinants of primary school teachers' technology acceptance and the determinant factors towards technology use. Education and Information Technologies, 28(3), 2949-2974. https://doi.org/10.1007/s10639-023-11522-1
Htet, K. (2023). Empowering the future transformative education practices in Myanmar: A quantitative study. Journal of Asian Multicultural Research for Educational Study, 4(4), 10-15. https://doi.org/10.47616/ jamres.v4i4.471
Huang, R., Liu, D., Tlili, A., Yang, J., & Wang, H. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in the COVID-19 outbreak. Smart Learning Institute of Beijing Normal University. Retrieved from https://www.alecso.org/nsite/images/2020/corona_books/easy_learn_en.pdf
Lim, C. P. (2021a). Digital learning and pedagogical change: Moving towards learner-centered environments in Asia. Asia Pacific Education Review, 22(3), 379-392. https://doi.org/10.1007/ s12564-021-09709-3
Lim, C. P. (2021b). Transforming pedagogy with technology: Lessons from Singapore's learner-centered reforms. Asia-Pacific Education Researcher, 30(2), 95-110.
Machmud, M. T., Widiya, A. P., & Ramadhani, N. R. (2021). The development and policies of ICT supporting educational technology in Singapore, Thailand, Indonesia, and Myanmar: A comparative analysis. International Journal of Education and Research, 10(1), 78-92. https://www.researchgate.net/ publication/349669750
McFarlane, I., Wang, S., & Chia, R. (2024). Closing the digital divide in education: An innovative review of demand and supply side policies in four ASEAN member states. Journal of Asian Education Policy, 19(3), 215-232. https://doi.org/10.xxxx/jaep.2024.19.3.215
Ministry of Education, Thailand. (2020). Digital Action Plan for Education 2020–2022 (แผนปฏิ บั ติ การดิ จิ ทั ลเพ ื ่ อการศึ กษา พ.ศ. 2563-2565). Bangkok: MOE. Retrieved from https://bict.moe.go.th/wp-content/uploads/2022/03/digital-63-65.pdf
Ministry of Education (Myanmar). (2001). Thirty-Year Long-Term Education Development Plan (FY 2001-02 to FY 2030-31). Yangon: Government of the Union of Myanmar. Retrieved from https://genbase.iiep.unesco.org/applis/epidoc/fichiers/MYANMAR/21671_ E022616.pdf
Pham, H. H., & Vo, M. T. (2022). Understanding teachers' in technology acceptance Vietnamese secondary schools: The moderating role of teaching experience. Asia-Pacific Education Researcher, 31(4), 367-380. https://doi.org/10.1007/s40299-021-00620-9
Pynoo, B., Devolder, P., Tondeur, J., van Braak, J., Duyck, W., & Duyck, P. (2011). Predicting secondary school teachers' acceptance and use of a digital learning environment: A cross-sectional study. Computers in Human Behavior, 27(1), 568-575. https://doi.org/10.1016/j.chb.2010.10.005
Pynoo, B., Tondeur, J., van Braak, J., Duyck, W., Sijnave, B., Teachers' & Duyck, P. (2011). Teachers' acceptance and use of an educational portal. Computers & Education, 57(1), 1308-1317. https://doi.org/10.1016/j.compedu.2011.01.010
Romeo, G., Lloyd, M., & Downes, T. (2013). Teaching teachers for the future (TTF): Building the ICT in education capacity of the next generation of teachers in Australia. Australasian Journal of Educational Technology, 29(6), 949-964. https://doi.org/10.14742/ajet.319
Sakata, N., Bremner, N., & Smetana, L. (2022). A systematic review of the implementation of learner-centred pedagogy in low- and middle-income countries. Review of Education, 10(2), e3365. https://doi.org/10.1002/rev3.3365
Sakata, T., Sato, M., & Kato, Y. (2022). Pedagogical beliefs and ICT adoption among teachers in low- and middle-income countries. International Review of Education, 68(3), 321-343. https://doi.org/10.1007/s11159-022-09900-4
Schepers, J., & Wetzels, M. (2007). A meta-analysis of the technology acceptance model: Investigating subjective norm and moderation effects. Information & Management, 44(1), 90-103. https://doi.org/10.1016/j.im.2006.10.007
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education. Computers and Education, 128, 13-35. https://doi.org/10.1016/j.compedu.2018.09.009
SEAMEO & UNESCO. (2023). Southeast Asia report: Technology in education. UNESCO. https://www.unesco.org/gem-report/en/publication/2023-southeast-asia-report-technology-education
Shute, V. J., & Rahimi, S. (2017). Review of computer-based assessment for learning in elementary and secondary education. Journal of Computer Assisted Learning, 33(1), 1-19. https://doi.org/10.1111/jcal.12172
Siddiq, F., Gochyyev, P., & Wilson, M. (2016). Learning in digital networks - ICT literacy: A novel assessment of students' 21st-century skills. Computers & Education, 109, 11-37. https://doi.org/10.1016/j.compedu.2016.05.002
Siddiq, F., Hatlevik, O. E., Olsen, R. V., Throndsen, I., & Scherer, R. (2016). Taking a future perspective by learning from the past: A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy. Educational Research Review, 19, 58-84. https://doi.org/10.1016/j.edurev.2016.05.002
Soe Aye, N., Selvaraj Bexci, M., Poddar, S., & Bhaumik, A. (2024). Enhancing policy on higher education accessibility in Myanmar: Sustainable impact of technology effectiveness, opportunities, and social development. Journal of Interdisciplinary Policy Development, 8(12). https://doi.org/10.57237/jipd.2024.081207078
Straub, E. T. (2009). Understanding technology adoption: Theory and future directions for informal learning. Review of Educational Research, 79(2), 625-649. https://doi.org/10.3102/0034654308325896
Teo, T. (2019). Factors influencing teachers' intention to use technology: Validation of UTAUT across Singapore and Hong Kong. Interactive Learning Environments, 27(4), 585-598. https://doi.org/10.1080/10494820.2011.641674
Teo, T., & Noyes, J. (2014b). Explaining the intention to use technology among Singapore pre-service teachers: A multigroup analysis of gender differences. Computers & Education, 76, 150-158. https://doi.org/10.1016/j.compedu.2014.03.014
Thinzarkyaw, W. (2020). The practice of technological pedagogical content knowledge (TPACK) of teacher educators in education colleges in Myanmar. Contemporary Educational Technology, 11(2), 159-176. https://doi.org/10.30935/cet.660829
UNESCO. (2023). ICT in education country profile: Myanmar. UNESCO Asia and Pacific Regional Bureau for Education. https://education-profiles.org/eastern-and-south-eastern-asia/myanmar/-technology
UNESCO & SEAMEO. (2023). Southeast Asia report: Technology in education. UNESCO. https://www.unesco.org/gem-report/en/publication/2023-southeast-asia-report-technologyeducation
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186-204. https://doi.org/10.1287/mnsc.46.2.186.11926
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003a). Unified theory of acceptance and use of technology (UTAUT) [Database record]. PsycTESTS. https://doi.org/10.1037/t57185-000
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003b). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. https://doi.org/10.2307/30036540
Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36(1), 157-178. https://doi.org/10.2307/41410412
West, R. E., Waddoups, G., & Graham, C. R. (2007a). Understanding the experiences of in-service teachers in online learning environments. The Quarterly Review of Distance Education, 8(2), 93-104.
West, R. E., Waddoups, G., & Graham, C. R. (2007b). Understanding the experiences of instructors as they adopt a course management system. Educational Technology Research and Development, 55(1), 1-26. https://doi.org/10.1007/s11423-006-9018-1
Wu, X., Zhang, Y., & Chen, L. (2023). Integrating the technology acceptance model on online learning effectiveness for emerging adult learners in continuing education in Guangzhou, China. Journal of Education and e-Learning Research, 10(1), 34-45. https://files.eric.ed.gov/fulltext/EJ1390623.pdf
Yu, T. (2021). Technology integration in Asian classrooms: The role of teacher experience and perceived confidence. Computers & Education, 168, 104201. https://doi.org/10.1016/j.compedu.2021.104201
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. https://doi.org/10.1016/07495978(91)90020-T
Akturk, A. O., Ozturk, H. T., & Ozturk, E. (2022). Teachers and Education 4.0: The transformation of teaching and learning practices. Education and Information Technologies, 27(1), 45-62. https://doi.org/10.1007/s10639-021-10752-7
Aktürk, C., Talan, T., & Çerçi, C. C. (2022). Education 4.0 and university 4.0 from the society 5.0 perspective. In Proceedings of the 12th International Conference on Advanced Computer Information Technologies (ACIT) (pp. 577-582). IEEE.
Alieto, E., et al. (2024). Teaching inside a digital classroom: A quantitative analysis of educators' attitudes toward online teaching, their technological proficiency, and access to technology. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24319
ASEAN Secretariat. (2015). ASEAN 2025: Forging ahead together. ASEAN Secretariat. https://www.asean.org/ wp-content/uploads/2015/12/ASEAN-2025-Forging-Ahead-Together-final.pdf
ASEAN Secretariat. (2022). ASEAN education ministers' declaration on digital transformation of education systems in ASEAN. ASEAN Secretariat. https://asean.org
ASEAN Secretariat. (2025). Digital literacy and transformation in ASEAN: A call for education policy brief. ASEAN Secretariat. https://asean.org
Boonyanant, S., Wongwanich, S., & Phumphong, S. (2021). Thai teachers' readiness for digital pedagogy: Evidence from upper-secondary education. Education and Information Technologies, 26(7), 7853-7871. https://doi.org/10.1007/s10639-021-10620-0
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https:// doi.org/10.2307/249008
Davis, F. D. (2015a). On the relationship between HCI and technology acceptance research. In P. Zhang & D. Galletta (Eds.), Human-computer interaction and management information systems: Foundations (pp. 409-415). Routledge.
Davis, F. D. (2015b). Technology acceptance model. In M. Khosrow-Pour (Ed.), Encyclopedia of information science and technology (3rd ed., pp. 375-382). IGI Global. https://doi.org/10.4018/978-14666-5888-2.ch037
Diseko, R. (2022). Factors affecting teacher acceptance of tablets in their teaching practice. International Journal of Education and Development using ICT, 18(1), 34-50. https://doi.org/10.1016/j.iheduc.2022.100024
Fishbein, M. (1979). A theory of reasoned action: Some applications and implications. In H. E. Howe & M. M. Page (Eds.), Nebraska Symposium on Motivation (Vol. 27, pp. 65-116). University of Nebraska Press. https://www.scirp.org/reference/ referencespapers?referenceid=3479271
Fishbein, M., & Ajzen, I. (2010). Predicting and changing behavior: The reasoned action approach. Psychology Press. https:// doi.org/10.4324/9780203838020
Flam, A., Habler, B., & Westbrook, J. (2025). Exploring teacher digital skills and literacy competencies: A curated list of frameworks and resources. EdTech Hub. https://docs.edtechhub.org
Flórez, M. T., Aguilar, E., & Cortez, M. (2017). Digital education policies in Asia: Comparative perspectives. Asian Education Review, 8(2), 123-137.
Flórez, M. T., Casallas, R., Hernández, M., Reyes, A., Restrepo, S., & Danies, G. (2017). Changing a generation's way of thinking: Teaching computational thinking through programming. Review of Educational Research, 87(4), 834-860. https://doi.org/10.3102/0034654317710096
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age: The IEA international computer and information literacy study. Springer. https://doi.org/10.1007/978-3-319-14222-7
Georgiou, D., Manousou, E., & Papanikolaou, K. (2023). Rethinking determinants of primary school teachers' technology acceptance and the determinant factors towards technology use. Education and Information Technologies, 28(3), 2949-2974. https://doi.org/10.1007/s10639-023-11522-1
Htet, K. (2023). Empowering the future transformative education practices in Myanmar: A quantitative study. Journal of Asian Multicultural Research for Educational Study, 4(4), 10-15. https://doi.org/10.47616/ jamres.v4i4.471
Huang, R., Liu, D., Tlili, A., Yang, J., & Wang, H. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in the COVID-19 outbreak. Smart Learning Institute of Beijing Normal University. Retrieved from https://www.alecso.org/nsite/images/2020/corona_books/easy_learn_en.pdf
Lim, C. P. (2021a). Digital learning and pedagogical change: Moving towards learner-centered environments in Asia. Asia Pacific Education Review, 22(3), 379-392. https://doi.org/10.1007/ s12564-021-09709-3
Lim, C. P. (2021b). Transforming pedagogy with technology: Lessons from Singapore's learner-centered reforms. Asia-Pacific Education Researcher, 30(2), 95-110.
Machmud, M. T., Widiya, A. P., & Ramadhani, N. R. (2021). The development and policies of ICT supporting educational technology in Singapore, Thailand, Indonesia, and Myanmar: A comparative analysis. International Journal of Education and Research, 10(1), 78-92. https://www.researchgate.net/ publication/349669750
McFarlane, I., Wang, S., & Chia, R. (2024). Closing the digital divide in education: An innovative review of demand and supply side policies in four ASEAN member states. Journal of Asian Education Policy, 19(3), 215-232. https://doi.org/10.xxxx/jaep.2024.19.3.215
Ministry of Education, Thailand. (2020). Digital Action Plan for Education 2020–2022 (แผนปฏิ บั ติ การดิ จิ ทั ลเพ ื ่ อการศึ กษา พ.ศ. 2563-2565). Bangkok: MOE. Retrieved from https://bict.moe.go.th/wp-content/uploads/2022/03/digital-63-65.pdf
Ministry of Education (Myanmar). (2001). Thirty-Year Long-Term Education Development Plan (FY 2001-02 to FY 2030-31). Yangon: Government of the Union of Myanmar. Retrieved from https://genbase.iiep.unesco.org/applis/epidoc/fichiers/MYANMAR/21671_ E022616.pdf
Pham, H. H., & Vo, M. T. (2022). Understanding teachers' in technology acceptance Vietnamese secondary schools: The moderating role of teaching experience. Asia-Pacific Education Researcher, 31(4), 367-380. https://doi.org/10.1007/s40299-021-00620-9
Pynoo, B., Devolder, P., Tondeur, J., van Braak, J., Duyck, W., & Duyck, P. (2011). Predicting secondary school teachers' acceptance and use of a digital learning environment: A cross-sectional study. Computers in Human Behavior, 27(1), 568-575. https://doi.org/10.1016/j.chb.2010.10.005
Pynoo, B., Tondeur, J., van Braak, J., Duyck, W., Sijnave, B., Teachers' & Duyck, P. (2011). Teachers' acceptance and use of an educational portal. Computers & Education, 57(1), 1308-1317. https://doi.org/10.1016/j.compedu.2011.01.010
Romeo, G., Lloyd, M., & Downes, T. (2013). Teaching teachers for the future (TTF): Building the ICT in education capacity of the next generation of teachers in Australia. Australasian Journal of Educational Technology, 29(6), 949-964. https://doi.org/10.14742/ajet.319
Sakata, N., Bremner, N., & Smetana, L. (2022). A systematic review of the implementation of learner-centred pedagogy in low- and middle-income countries. Review of Education, 10(2), e3365. https://doi.org/10.1002/rev3.3365
Sakata, T., Sato, M., & Kato, Y. (2022). Pedagogical beliefs and ICT adoption among teachers in low- and middle-income countries. International Review of Education, 68(3), 321-343. https://doi.org/10.1007/s11159-022-09900-4
Schepers, J., & Wetzels, M. (2007). A meta-analysis of the technology acceptance model: Investigating subjective norm and moderation effects. Information & Management, 44(1), 90-103. https://doi.org/10.1016/j.im.2006.10.007
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education. Computers and Education, 128, 13-35. https://doi.org/10.1016/j.compedu.2018.09.009
SEAMEO & UNESCO. (2023). Southeast Asia report: Technology in education. UNESCO. https://www.unesco.org/gem-report/en/publication/2023-southeast-asia-report-technology-education
Shute, V. J., & Rahimi, S. (2017). Review of computer-based assessment for learning in elementary and secondary education. Journal of Computer Assisted Learning, 33(1), 1-19. https://doi.org/10.1111/jcal.12172
Siddiq, F., Gochyyev, P., & Wilson, M. (2016). Learning in digital networks - ICT literacy: A novel assessment of students' 21st-century skills. Computers & Education, 109, 11-37. https://doi.org/10.1016/j.compedu.2016.05.002
Siddiq, F., Hatlevik, O. E., Olsen, R. V., Throndsen, I., & Scherer, R. (2016). Taking a future perspective by learning from the past: A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy. Educational Research Review, 19, 58-84. https://doi.org/10.1016/j.edurev.2016.05.002
Soe Aye, N., Selvaraj Bexci, M., Poddar, S., & Bhaumik, A. (2024). Enhancing policy on higher education accessibility in Myanmar: Sustainable impact of technology effectiveness, opportunities, and social development. Journal of Interdisciplinary Policy Development, 8(12). https://doi.org/10.57237/jipd.2024.081207078
Straub, E. T. (2009). Understanding technology adoption: Theory and future directions for informal learning. Review of Educational Research, 79(2), 625-649. https://doi.org/10.3102/0034654308325896
Teo, T. (2019). Factors influencing teachers' intention to use technology: Validation of UTAUT across Singapore and Hong Kong. Interactive Learning Environments, 27(4), 585-598. https://doi.org/10.1080/10494820.2011.641674
Teo, T., & Noyes, J. (2014b). Explaining the intention to use technology among Singapore pre-service teachers: A multigroup analysis of gender differences. Computers & Education, 76, 150-158. https://doi.org/10.1016/j.compedu.2014.03.014
Thinzarkyaw, W. (2020). The practice of technological pedagogical content knowledge (TPACK) of teacher educators in education colleges in Myanmar. Contemporary Educational Technology, 11(2), 159-176. https://doi.org/10.30935/cet.660829
UNESCO. (2023). ICT in education country profile: Myanmar. UNESCO Asia and Pacific Regional Bureau for Education. https://education-profiles.org/eastern-and-south-eastern-asia/myanmar/-technology
UNESCO & SEAMEO. (2023). Southeast Asia report: Technology in education. UNESCO. https://www.unesco.org/gem-report/en/publication/2023-southeast-asia-report-technologyeducation
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186-204. https://doi.org/10.1287/mnsc.46.2.186.11926
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003a). Unified theory of acceptance and use of technology (UTAUT) [Database record]. PsycTESTS. https://doi.org/10.1037/t57185-000
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003b). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. https://doi.org/10.2307/30036540
Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36(1), 157-178. https://doi.org/10.2307/41410412
West, R. E., Waddoups, G., & Graham, C. R. (2007a). Understanding the experiences of in-service teachers in online learning environments. The Quarterly Review of Distance Education, 8(2), 93-104.
West, R. E., Waddoups, G., & Graham, C. R. (2007b). Understanding the experiences of instructors as they adopt a course management system. Educational Technology Research and Development, 55(1), 1-26. https://doi.org/10.1007/s11423-006-9018-1
Wu, X., Zhang, Y., & Chen, L. (2023). Integrating the technology acceptance model on online learning effectiveness for emerging adult learners in continuing education in Guangzhou, China. Journal of Education and e-Learning Research, 10(1), 34-45. https://files.eric.ed.gov/fulltext/EJ1390623.pdf
Yu, T. (2021). Technology integration in Asian classrooms: The role of teacher experience and perceived confidence. Computers & Education, 168, 104201. https://doi.org/10.1016/j.compedu.2021.104201
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Dec 2, 2025
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How to Cite
Tun, W. W. W. (2025). Technology Acceptance Among In-Service Teachers in Myanmar. AsTEN Journal of Teacher Education. https://doi.org/10.56278/asten.vi.3361
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Section 1: Research Articles and Research Briefs
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