Longitudinal perspectives on technology acceptance: Teachers' integration of digital tools through the COVID-19 transition

Abstract The rapid and continuing acceleration of digital transformation in education, propelled by the COVID-19 pandemic, has underscored the urgent need to examine how teachers adapt to and integrate digital tools in their teaching practices. Anchored in the Technology Acceptance Model (TAM) as its theoretical framework, this study uniquely uses a longitudinal design to trace the evolving patterns of technology acceptance and integration among teachers. Through qualitative methodology, involving three series of interviews with 13 secondary school teachers over two years, we identify their evolving interactions with digital tools. Our analysis reveals a cyclical pattern of technology acceptance and use across time, characterized by initial rapid adaptation to digital tools, subsequent periods of reflection and skill acquisition, and varied levels of sustained integration or reassessment. Based on our findings we propose an adapted, cyclical TAM framework and highlight the critical role of ongoing support, professional development, and infrastructure improvements, arguing for comprehensive support systems and adequate time for educators to progress through different stages of digital tool integration. We conclude that a deep understanding and support of these cycles are essential for empowering teachers to lead the digital transformation in education effectively.