Understanding the Moderating Effect of Usage Experience on the Antecedents and Consequences on Teachers' Technology Acceptance in Primary and Secondary Schools

The purpose of this study is to test the moderating effect of usage experience on antecedents and consequences to teachers' intention of using mobile devices on e-learning context in primary and secondary schools. A survey (n=389) on teachers of elementary schools and junior high schools in Taiwan was conducted. According to the data, the simplified technology acceptance model (TAM), together with the proposed external and internal factors, performs well in determining teachers' intention of technology acceptance under the given context. Our data also shows different relationships among antecedents, perceptions, and behavior intentions for teachers with more usage experience and those with less usage experience.