https://journal.otessa.org/index.php/oj <p><span style="font-weight: 400;">The <em>Open/Technology in Education, Society, and Scholarship Association</em> (OTESSA) <em>Journal</em> is a peer-reviewed journal that welcomes papers on all aspects of educational technology, including online learning, technology-mediated learning, social media, open education, digital and open scholarship, emerging technologies for learning or research, and other topics or interdisciplinary ways in which technology and society intersect.</span></p> Open/Technology in Education, Society, and Scholarship Association (OTESSA) en-US The Open/Technology in Education, Society, and Scholarship Association Journal 2564-4726 <p>Authors contributing to the OTESSA Journal agree to release their articles under the <a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International</a> (CC BY 4.0) license. This licence allows this work to be copied, distributed, remixed, transformed, and built upon for any purpose provided that appropriate attribution is given, a link is provided to the license, and changes made were indicated.</p> <p>Authors retain copyright of their work and grant the OTESSA Journal right of first publication.</p> <p>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the OTESSA Journal.</p> https://journal.otessa.org/index.php/oj/article/view/66 <p>This study uses one-step meta-analytic structural<br />equation modelling to delve into the technology<br />acceptance model’s (TAM) application within<br />education, assessing perceived usefulness, ease<br />of use, intentions to use, and actual technology<br />use. It synthesises previous findings to validate the<br />TAM's effectiveness and uncover the model’s<br />predictive power in educational settings. Significant<br />insights include the direct influence of perceived<br />ease of use on actual technology use, bypassing<br />intentions—a novel finding contrasting with the<br />TAM’s traditional formulation. The research<br />confirms the TAM’s enduring relevance, offering<br />valuable guidance for educational technology<br />integration.</p> Caleb Or Copyright (c) 2024 Caleb Or https://creativecommons.org/licenses/by/4.0 2024-10-23 2024-10-23 4 3 1 26 10.18357/otessaj.2024.4.3.66 https://journal.otessa.org/index.php/oj/article/view/72 <p><a href="mailto:https://fishsounds.net">FishSounds</a> is an online portal that provides open and user-friendly access to academic scholarship regarding the sounds made by fish species. It is the result of an international collaboration between students, scientists, and information professionals, and has become a resource used around the globe for research, education, journalism, and general interest. This website is just the first instance of a new approach to sharing knowledge and an emerging cyberinfrastructure for open scholarship. The codebase behind FishSounds was designed to be reusable with other datasets, and in the coming years additional portals will connect users to knowledge from varied subject areas across academic disciplines. This discussion examines the development and reception of FishSounds as a case study for the creation of these websites, called Searchable Online Catalogues of Knowledge, or SOCKs. As it is publicly released, the SOCK platform will continue to evolve and develop new strategies based on the lessons learned from different audiences accessing FishSounds.</p> Sarah Vela Audrey Looby Brittnie Spriel Hailey Davies Kelsie Murchy Kieran Cox Copyright (c) 2024 Sarah Vela, Audrey Looby, Brittnie Spriel, Hailey Davies, Kelsie Murchy, Kieran Cox https://creativecommons.org/licenses/by/4.0 2024-10-23 2024-10-23 4 3 1 13 10.18357/otessaj.2024.4.3.72