To understand how information communication technology (ICT) educational policies have been put into practice in educational settings, we used the acceptance model to analyze the role of teacher characteristics in their acceptance of educational policies. By reframing the present technology acceptance model for the context of ICT educational policy, we employed two external factors to explore the correlates of perceived ease of understanding policy (ease of understanding) and perceived ease of incorporating policy (ease of incorporating) into teaching settings to predict the perceived value of the students’ learning (value to students). Questionnaires were delivered by email to those participants who attended in-service professional development programs in Taiwan, and data of 372 teachers were collected for confirmatory factor analysis and structural equation modelling. The results showed that personal traits (self-efficacy and innovativeness in information technology) were positively related to ease of understanding and ease of incorporating; both ease of understanding and ease of incorporating were positively related to value to students; and value to students was positively related to attitude toward implementing future ICT educational policies. The findings of this study may be particularly useful to policy-makers in those countries which often change their ICT educational policy.
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