Technology Acceptance in Education: Research and Issues

✍ Scribed by Timothy Teo

• Publisher: Sense Publishers
• Year: 2011
• Tongue: English
• Leaves: 230
• Category: Library

✦ Synopsis

Technology acceptance can be defined as a user's willingness to employ technology for the tasks it is designed to support. Over the years, acceptance researchers have become more interested in understanding the factors influencing the adoption of technologies in various settings. From the literature, much research has been done to understand technology acceptance in the business contexts. This is understandable, given the close relationship between the appropriate uses of technology and profit margin. In most of the acceptance studies, researchers have sought to identify and understand the forces that shape users' acceptance so as to influence the design and implementation process in ways to avoid or minimize resistance or rejection when users interact with technology. Traditionally, it has been observed that developers and procurers of technological resources could rely on authority to ensure that technology was used, which is true in many industrial and organizational contexts. However, with the increasing demands for educational applications of information technology and changing working practices, there is s need to re-examine user acceptance issues as they emerge within and outside of the contexts in which technology was implemented. This is true in the education milieu where teachers exercise the autonomy to decide on what and how technology will be used for teaching and learning purposes. Although they are guided by national and local policies to use technology in the classrooms, teachers spent much of their planning time to consider how technology could be harnessed for effective lesson delivery and assessment to be conducted. These circumstances have provided the impetus for researchers to study technology acceptance in educational settings. Although these studies have typically involved students and teachers as participants, their findings have far-reaching implications for school leaders, policy makers, and other stakeholders. The book is a critical and specialized source that describes recent research on technology acceptance in education represented by educators and researchers from around the world such as Australia, Belgium, China, Hong Kong, Malaysia, Singapore, United Kingdom, and United States of America.

✦ Table of Contents

Cover......Page 1
Technology Acceptance in Education......Page 4
ISBN: 9789460914867 (hardback)......Page 5
CONTENTS......Page 6
FOREWORD......Page 8
1. TECHNOLOGY ACCEPTANCE RESEARCH IN EDUCATION......Page 10
EXAMINING TECHNOLOGY ACCEPTANCE......Page 11
ACCEPTANCE OF SPECIFIC TECHNOLOGIES......Page 12
REFERENCES......Page 13
EXAMINING TECHNOLOGY ACCEPTANCE......Page 16
INTRODUCTION......Page 18
Technology Acceptance Model (TAM)......Page 19
Decomposed Theory of Planned Behavior (DTPB)......Page 20
Assessment of Technology Behavioral Models......Page 21
Instrument......Page 23
Sample......Page 24
Qualitative Verification......Page 25
Demographic Statistics......Page 26
Results for Self-Reported Usage Research Question #1 – Factors Predicting Self -Reported Computer Usage......Page 28
Results for Intentions Research Question #3 Pre-Post Testing on Student Teachers’ Computer Usage Intentions during their Student......Page 29
Qualitative Results Student Teacher Results......Page 30
Self-Reported Computer Usage......Page 37
Quantitative......Page 38
Qualitative......Page 39
ASSESSMENT OF TECHNOLOGY BEHAVIORAL MODELS......Page 41
Practical Applications for Teacher Preparation Programs......Page 42
Practical Applications for School Administrators......Page 43
FUTURE RESEARCH......Page 44
CONCLUSION......Page 45
REFERENCES......Page 46
APPENDIX A INTERVIEWEE IDENTIFICATION KEY CODE
(7 TO 11 CHARACTER CODE)......Page 50
INTRODUCTION......Page 52
Teachers’ Use of Computer Technology......Page 53
Technology Acceptance Model......Page 54
PURPOSE OF THE STUDY......Page 55
Hypothesis for Perceived Usefulness (PU) and Perceived Ease of Use (PEU)......Page 56
Intention to Use (ITU)......Page 57
Instrumentation......Page 58
Factor Structure......Page 59
Convergent Validity......Page 61
Divergent Validity......Page 62
Test of the Proposed Model......Page 64
DISCUSSION......Page 65
REFERENCES......Page 67
INTRODUCTION......Page 72
METHODOLOGY......Page 73
Technologies Used......Page 74
Technology-Supported Activities......Page 76
Usefulness of Technologies for University Study......Page 79
DISCUSSION......Page 83
CONCLUSION......Page 85
REFERENCES......Page 86
INTRODUCTION......Page 88
Teachers’ Acceptance of Technology......Page 89
Technology Acceptance......Page 90
TAM Hypotheses......Page 91
Computer Self-Efficacy (CSE)......Page 92
Facilitating Conditions (FC)......Page 93
Research Design......Page 94
Research Participants and Data Collection......Page 95
Convergent Validity......Page 96
Discriminant Validity......Page 98
Model Fit......Page 99
Hypothesis Testing......Page 100
Path Analysis......Page 101
DISCUSSION......Page 102
REFERENCES......Page 105
APPENDIX 1 LIST OF CONSTRUCTS AND CORRESPONDING ITEMS......Page 108
INTRODUCTION......Page 110
LITERATURE REVIEW......Page 112
Technology-Mediated Learning and Gender......Page 114
Technology-Mediated Learning and Learning Style......Page 115
Study 1: Technology-Mediated Learning and Gender......Page 117
Technology-Mediated Learning and Learning Style......Page 118
Study 1 – Technology-Mediated Learning and Gender......Page 119
Study 2 – Technology-Mediated Learning and Learning Style......Page 121
CONCLUSION......Page 125
REFERENCES......Page 127
APPENDIX......Page 130
ACCEPTANCE OF SPECIFIC TECHNOLOGIES......Page 132
INTRODUCTION......Page 134
Technology Acceptance......Page 135
A Measure for Acceptance......Page 138
Student Acceptance of Web-Based Courseware......Page 139
Setting......Page 140
Technology: Minerva......Page 141
Questionnaire......Page 142
Hypotheses......Page 143
Reliability and Validity......Page 144
Regression Analysis......Page 145
Reliability and Validity......Page 147
H2 and H3: Influence of the Moderating Variables......Page 148
Should use of Minerva be mandated?......Page 149
REFERENCES......Page 150
INTRODUCTION......Page 154
THEORIES OF MOBILE LEARNING......Page 155
SYSTEM IMPLEMENTATION......Page 158
Research Hypotheses......Page 159
Participants......Page 160
Measurement......Page 161
RESULTS......Page 162
DISCUSSION AND CONCLUSION......Page 164
REFERENCES......Page 165
1.1. Theory of Acceptance......Page 168
1.2. Acceptance Modeling in Education......Page 170
2.1. Method......Page 171
2.2. Results......Page 173
3.1. Method......Page 176
3.2. Results......Page 178
4.1. Support for Research Model......Page 182
4.2. Acceptance and System Integration......Page 184
4.4. Future Directions......Page 185
REFERENCES......Page 186
Study 2 (library web site)......Page 189
INTRODUCTION......Page 192
Human Motivation Theory......Page 194
RESEARCH MODEL AND HYPOTHESES......Page 195
Extrinsic Motivation......Page 196
Intrinsic Motivation......Page 197
RESULTS......Page 198
Measurement Model......Page 199
Structural Model – Overall Variance Explained......Page 201
DISCUSSION AND CONCLUSION......Page 203
Practical Implications......Page 204
NOTES......Page 205
REFERENCES......Page 206
APPENDIX A......Page 208
INTRODUCTION......Page 210
E-Learning Systems......Page 211
Motivation and Research Questions......Page 212
MODEL AND HYPOTHESES DEVELOPMENT......Page 213
Subjects......Page 215
Summary of Variables......Page 216
Analysis of UTAUT data collected at Phase B......Page 218
Analysis of usage data collected in Phase B......Page 219
Main findings......Page 220
Effort expectancy......Page 221
Post hoc analysis Extent of knowledge sharing......Page 222
CONCLUSION......Page 223
REFERENCES......Page 224
APPENDIX: INSTRUMENT ITEMS (ADAPTED FROM VENKATESH ET AL., 2003)......Page 225
LIST OF CONTRIBUTORS......Page 226