Modeling Teachers' Use of Information Technologies during the Covid-19 Pandemic by the Technology Acceptance Model

Countries that attach importance to education make great investments in the field of educational technologies by reforming their education systems in this direction in order to raise dynamic individuals who can meet the needs of society, just like technology. It is undoubtedly teachers who will use these technologies in educational environments and transfer them to new generations. It is very important to reveal the factors that encourage or limit the use of these technologies in schools. The purpose of this research is to try to explain teachers' use of information technologies with the Technology Acceptance Model for Teachers (TAMT), which is an extended version of the Technology Acceptance Model (TAM). The sample of the study consists of 501 teachers working in public schools in Van, Turkey. Data analysis was performed using the IBM AMOS V24 (Chicago, USA) program. Various statistical techniques such as descriptive statistics, multivariate statistical techniques and structural equation modeling were used in this study. The tested TAMT explained 54.6% of teachers' behavioral intentions to use information technologies, 49.2% of their attitudes towards use, 27.7% of perceived usefulness, and 39.8% of perceived ease of use. Of the 32 hypotheses defined in TAMT, 9 were accepted as meaningless and 23 as significant. The results obtained showed parallelism with the results in the literature and it was determined that the TAMT was sufficient to explain the actual usage behavior.