Examining the effect of teacher’s age difference on learning technology adoption using technology acceptance model Available to Purchase

Online learning has become a habit in the era of the COVID-19 pandemic. However, changes in technology-based learning methods, especially learning using Microsoft 365, are still not accepted by all teachers. Teachers' acceptance of technology is related to one of the social demography variables of the teachers, that is age. The age gap is one of the causes of differences in teacher acceptance of technology. Therefore, this study aims to determine the technology acceptance of the teachers aged 18-35 years and aged 36 years and over. The authors collected the data through online questionnaires with a sample size of 75 teachers. Technology acceptance from both groups of teachers in Surabaya was made with a theoretical framework using the Technology Acceptance Model (TAM). The intention to use (IU) of learning technology is predicted with exogenous variables, namely perceived usefulness (PU), perceived ease of use (PEU), perceived risk (PR), and social influence (SI). The result is TAM model formed for the younger group of teachers (18-35 years) was different from the group of older teachers (36 years and over). In the young age group, the perceived risk variable did not affect the teacher's intention to use technology, contrary for teachers aged 36 years and over. It shows that the young teachers tend not to feel difficulties using technology than the older teachers.