From a Technology Acceptance Model to a Practice Acceptance Model

In this article the author presents a critical analysis of the technology acceptance model when applied to teaching mathematics with computer programming. Programming is argued to escape the affordances of the model because of the implications carried by the conception of technology, both as materiality and as an alien element introduced in an existing environment. Instead, a practice acceptance model is outlined to cater for the peculiarities of programming in education, as a practice to be endorsed by the teaching community