Taiwanese teachers' perceptions and challenges in adopting e-textbooks : A technology acceptance perspective

Abstract

This study explores the reason that influencing teachers' attitude of using e-textbooks in the classroom, using Technology Acceptance Model 3 as a theoretical framework. Through a qualitative analysis based on interviews with 14 Taiwanese teachers, the research investigates the acceptance of teachers and their opinion of benefits and challenges while using e-textbook in the classroom. The findings reveal that educators see electronic textbooks as a valuable supplementary tool since it can enhance teaching practices, particularly in terms of saving teachers’ time and providing accessible resources. However, concerns about students' attention span, reading abilities, and the time required for preparation and classroom management were also highlighted. Teachers shared that their previous technology experience and digital literacy shaped their acceptance and use of e-textbooks. Many also perceived that external support, such as school-provided resources and government workshops, played a role in their decisions. These findings highlight teachers' perspectives on the factors that influence their adoption of e-textbooks and provide insights for educational policymakers and school administrators to consider when promoting the integration of digital technologies in classrooms.