ABSTRACT
This chapter shifts the focus of technology adoption research from static, cross-sectional patterns to a longitudinal perspective, capturing the dynamic and evolving process of teachers’ adoption of technology. It contrasts process-oriented research with variance-based approaches, such as the Technology Acceptance Model (TAM), which often fail to address the temporal complexity of adoption. Using a non-homogeneous hidden Markov model (NHMM), the chapter examines how individual experiences, external interventions, and teachers’ varying intentions shape the adoption trajectory. The findings highlight the importance of peer learning, classroom practice, and targeted interventions in sustaining technology use, offering a novel framework for assessing both short- and long-term impacts and contributing to more effective strategies for supporting teachers’ ongoing engagement with technology.
