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EXTENDING THE TECHNOLOGY ACCEPTANCE MODEL TO ASSESS SECONDARY SCHOOL TEACHERS ’ INTENTION TO USE CABRI IN GEOMETRY TEACHING

The purpose of this study was to modify and extend Technology Acceptance Model to assess secondary school teachers’ intention to use Cabri in geometry teaching. We developed a measurement-structural model and enriched TAM by integrating in the model a new significant parameter, “perceived pedagogical-learning fit”, which refers to evaluating the pedagogical-learning appropriateness of teaching geometry with Cabri based on a cognitive-learning model. One hundred and five pre and in-service secondary school mathematics teachers answered a questionnaire that was developed based on related research studies. The results of the study proved that perceived pedagogical-learning fit and attitude towards the use of Cabri are key determinants of teachers’ behavioural intention to use Cabri in geometry teaching.