DEVELOPING A TECHNOLOGY ACCEPTANCE MODEL IN AN ONLINE DISTANCE LEARNING ENVIRONMENT FOR SECONDARY SCHOOL TEACHERS IN MALAYSIA

This paper discusses outcome of developing a Technology Acceptance Model, using the secondary schools teachers, in the district of Perak, Malaysia using a web-tool intervention. The findings discussed in this paper are part of the larger study, which was based on the quantitative and qualitative analysis conducted in the nine districts of Perak. While 216 secondary schools were targeted for quantitative analysis, 10 teachers in two districts of Perak were observed using Web tools. Findings revel that although majority of the teachers were enthusiastic about infusing technology teaching using Web-tools, majority of them were only able to progress only to the utilization phase and not as mentioned until the integration phase as mentioned by Hooper and Rieber framework. This research also provided an insight for developing a technology acceptance model for secondary school teachers in a blended learning environment.