You are here:

Teachers' acceptance and use of an educational portal

, , , , ,

Computers & Education Volume 58, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd


In this study, teachers' acceptance and use of an educational portal is assessed based on data from two sources: usage data (number of logins, downloads, uploads, reactions and pages viewed) and an online acceptance questionnaire. The usage data is extracted on two occasions from the portal's database: at survey completion (T1) and twenty-two months later (T2). Framework for this study is C-TAM-TPB (Combined Technology Acceptance Model and Theory of Planned Behavior). 919 usable responses from teachers are obtained. Based on the observed use data at T1, four types of portal users are distinguished: ‘new’ (N = 37), ‘light’ (N = 641), ‘medium’ (N = 201), and ‘heavy’ (N = 40). Path analyses show that all predictor variables in C-TAM-TPB influence teachers' portal acceptance, but their significance level varies depending on the user type. The strongest predictors of behavioral intention to use the portal are attitude (‘new’) and perceived usefulness (‘light’, ‘medium’ and ‘heavy’), with variance explained ranging from .39 (‘medium’) to .71 (‘heavy’). The observed use data show that the portal is primarily used to search for and download material, rather than for sharing material or information. The use data at T2 show that teachers become more efficient in their search behavior and that the majority of the teachers use the portal more frequently. Guidelines are proposed to policymakers and school boards aiming to introduce a similar technology to teachers.


Pynoo, B., Tondeur, J., van Braak, J., Duyck, W., Sijnave, B. & Duyck, P. (2012). Teachers' acceptance and use of an educational portal. Computers & Education, 58(4), 1308-1317. Elsevier Ltd. Retrieved April 21, 2019 from .

This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct:


View References & Citations Map

Cited By

  1. Unpacking teachers’ intentions to integrate technology: A meta-analysis

    Ronny Scherer, Department of Teacher Education and School Research (ILS), Norway; Timothy Teo, School of Education, Australia

    Educational Research Review Vol. 27, No. 1 (June 2019) pp. 90–109

  2. The Role of Peer Influence and Perceived Quality of Teaching in Faculty Acceptance of Web-Based Learning Management Systems

    Florin D Salajan, North Dakota State University, United States; Anita G Welch, Emirates College for Advanced Education, United Arab Emirates; Chris M Ray & Claudette Peterson, North Dakota State University, United States

    International Journal on E-Learning Vol. 14, No. 4 (2015) pp. 487–524

  3. Instructor-aided asynchronous question answering system for online education and distance learning

    Dunwei Wen, John Cuzzola, Lorna Brown & Kinshuk, Athabasca University

    The International Review of Research in Open and Distributed Learning Vol. 13, No. 5 (Nov 08, 2012) pp. 102–125

  4. A Vision for Education in 2026 – the Views of a Cohort of Pre-Service and In-Service Teachers.

    Alison Egan, Marino Institute of Education, Ireland; Ann FitzGibbon, Elizabeth Oldham & Carina Girvan, Trinity College Dublin, Ireland; Michael Hallissy, Hibernia College, Ireland

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 1275–1282

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact