Technology Acceptance in Primary Mathematics Education: A Study of Teacher Perspectives in Vietnam

Abstract

This study investigates the acceptance and integration of technology in primary school mathematics education in Vietnam, guided by the Technology Acceptance Model (TAM). The research draws on a comprehensive survey conducted with 11,811 primary school teachers across ten provinces, focusing on the key areas: teacher background, views on technology's role, practical implementation in classrooms, self-assessment of technology effectiveness. The findings reveal insights into teachers' perceptions of advanced technologies such as Augmented Reality (AR), detailing the tools and instructional methods employed. This study underscores the importance of aligning technology development with teachers' practical needs and capabilities, highlighting the necessity for targeted professional development and policy support. The insights offer valuable guidance for policymakers, educational administrators, and technology developers aiming to enhance the quality of mathematics education through effective technology integration.

Keywords: Technology Acceptance Model (TAM), Primary school mathematics education, Technology integration, Augmented Reality (AR), Teacher perspectives, Educational technology