Adoption and use of technology in early education: The interplay of extrinsic barriers and teacher attitudes

The increased access to, but continued under-use of, technology in education makes it imperative to understand the barriers teachers face when integrating technology into their classrooms. While prior research suggests teachers encounter both first-order extrinsic barriers and second-order personal barriers, much of this research has focused on K-12 teachers, not early childhood educators. Applying the Unified Theory of Acceptance and Use of Technology to early childhood education, the current study examines predictors of early childhood educators' access to and use of traditional technologies and newer mobile devices. Findings from 1329 teachers of 0–4-year-olds reveal that while extrinsic barriers influence access to a range of technologies, positive beliefs in children's learning from technology significantly predicted actual use of technology. Overall, the study provides new insight into factors influencing technology integration specifically for early childhood educators, a subgroup that has not been represented in much of the literature on technology integration in formal education.     

Investigating e-learning system usage outcomes in the university context

This paper investigates the outcomes of e-learning systems adoption and use by conceptualizing three e-learning systems adoption outcome constructs namely perceived learning assistance, perceived community building assistance and perceived academic performance. Utilizing these constructs, the paper proposes a research model for assessing the possible outcomes of e-learning systems adoption and use. The study collected longitudinal survey data from 249 university students participating in hybrid courses using a popular learning management system, Moodle. Partial least squares (PLS) approach was then used to test the research model.The findings suggest that beliefs about perceived usefulness and perceived ease of use, and how an e-learning system is used influence students' perceived learning assistance and perceived community building assistance. In turn, perceived learning assistance and perceived community building assistance influence the students' perceived academic performance.     

Adapting the Technology Acceptance Model to evaluate the innovative potential of e-learning systems

This paper describes an experience where the Technology Acceptance Model (TAM) has been adapted for use in the evaluation of methodological and technological innovations determined by the introduction of a new e-learning system in an Italian online university. While the original TAM allows one to assess acceptance and adoption of a new technology, in this case there was also a need to consider all the phases of use of the system (course design, running and evaluation), all the users of the system (students, teachers and e-learning management), and all the system’s components (the e-learning platform, the learning resources and mostly the underlying pedagogical approach). The resulting model, which is an extension of the original TAM, is a three-dimensional one, with three aspects to be considered on each axis (phases of use, users and components). For each of the 27 combinations of these aspects, indicators of usefulness and ease-of-use have been identified. When available, data concerning actual use (derived from the tracking functions of the platform) and effectiveness (based on teachers’ adoption of new tools and students’ learning outcomes) have also been used to complement the data.     

A qualitative evaluation of evolution of a learning analytics tool

LOCO-Analyst is a learning analytics tool we developed to provide educators with feedback on students learning activities and performance. Evaluation of the first version of the tool led to the enhancement of the tool’s data visualization, user interface, and supported feedback types. The second evaluation of the improved tool allowed us to see how the improvements affected the users’ perceived value of the tool. Here, we present the qualitative results of our two evaluations and discuss important lessons learned stemming from the comparison of the two studies. The results show that educators find the kinds of feedback implemented in the tool informative and they value the mix of textual and graphical representations of different kinds of feedback provided by the tool.     

Mobile Technology in the Classroom: What Drives Student-Lecturer Interactions?

Online learning when combined with mobile technology transforms the traditional classrooms from teacher-centered to student-centered classrooms. Despite the widespread use of mobile technology among students and educators today, limited researches have been conducted to study the effects of using mobile technology to enhance student–lecturer interactions. In addition, existing theories of technology acceptances, chiefly Information System Success Model (ISSM), Motivational Model (MM), Social Cognitive Theory (SCT), Technology Acceptance Model (TAM), and Cultural Dimension Theory (CDT) are widely recognized for their predictive power in determining adoption intentions. In this study, determinants from all five theories were unified and examined, namely system quality and information quality from ISSM, enjoyment from MM, perceived usefulness and perceived ease of use from TAM, self-efficacy from SCT, and uncertainty avoidance from CDT as predictors of adoption intention in the context of predicting student–lecturer interactions. This empirical study was conducted using an online survey. Data collected from the samples (n = 328) were analyzed using PLS-SEM. Results obtained exhibited adequate explanatory power, where information quality, system quality, enjoyment, and uncertainty avoidance significantly predict adoption intention, while perceived usefulness, perceived ease of use, and self-efficacy were insignificant. Secondly, each theory was independently analyzed, and the predictive power and relevance of ISSM, MM, TAM, and UDT confirmed the importance and relevance of these theories. Results obtained provided a comprehensive understanding of the factors that significantly affect students’ intentions to use mobile technology to interact with their lecturers on academic matters. The discussions and implications of this study are crucial for researchers and practitioners of educational technologies in higher education.     

Web Acceptance Model (WAM): Moderating effects of user experience

Our study empirically examined how Davis's Technology Acceptance Model (TAM) helped managers predict a user's intention to revisit a website and how this changed over time as a user gained experience of the Internet and the website. The user's experience of the website played a moderating role. For less experienced users, perceived ease of use was found to be a more important factor in deciding to revisit the website, whereas perceived usefulness had more effect on more experienced users. Thus, web designers can identify and remove web factors that hinder user acceptance and address underlying obstacles to post-adoption usage.     

A confidence-based framework for business to consumer (B2C) mobile commerce adoption

The Technology Acceptance Model (TAM) has been considered to be fundamental in determining the acceptance of new technology in the past decades. The two beliefs, ease of use and usefulness, in the model may not, however, fully explain the consumers’ behavior in an emerging environment, such as mobile commerce (m-commerce). This paper aims to develop a framework for m-commerce adoption in consumer decision-making processes. In this paper TAM has been adopted and extended to analyze successful m-commerce adoption. The key elements of the proposed confidence-based framework for B2C m-commerce adoption include psychological and behavioral factors. Psychological factors include history-based confidence, institution-based confidence and personality-based confidence. Behavioral factors include perceived ease of use and perceived usefulness of the mobile application and technology.     

Beyond basic study skills: The use of technology for success in college

Technology has become a fundamental component of both education and work. Yet regardless of perceived benefits, in many cases students do not use technology effectively. One challenge educators confront is how to motivate students to effectively use the technological mediums provided in their classes. The goal of the current study is twofold: to use the Technology Acceptance Model (TAM) to examine two motivators of behavior, ease of use and perceived need, and to assess how they affect students’ likelihood of effectively using technology. Second, we evaluate how the match between expectations of the use of technology and the actual student use affect actual classroom performance. To test our hypotheses, college students (N = 384) in introductory psychology classes completed a survey. We also obtained the instructor’s perceptions of the need for technology in their class and students’ final class grades. Results showed that ease of use and perceived need of technology were related to the frequency of computer use and intentions to use technology. Additionally, findings suggested that technology use, specifically technology deemed important by the instructor, was related to academic success (i.e., final grade in class).     

Factors influencing the usage of websites: the case of a generic portal in The Netherlands

In this paper, we empirically investigate an extension of the Technology Acceptance Model (TAM) to explain the individual acceptance and usage of websites. Conceptually, we examine perceived ease-of-use, usefulness, enjoyment, and their impact on attitude towards using, intention to use and actual use. The paper also introduces a new construct, “perceived visual attractiveness” of the website and demonstrates that it influences usefulness, enjoyment, and ease-of-use. For our empirical research we partnered with a Dutch generic portal site with over 300,000 subscribers at the time the research was conducted. The websurvey resulted in a sample size of 828 respondents. The results confirmed all of the 12 hypotheses formulated.     

Customers’ learning process during product customization: The case of online configuration tool kits

Online configuration tool kits present attractive opportunities for creating customized offers. The purpose of this study is to analyze the relevance of both the TAM (Technology Acceptance Model) and the experiential learning theory to understand how configuration contributes to provide value for end users. The qualitative survey shows that the TAM needs to be adapted to the case of configurators by measuring both perceived usefulness (PU) of the configured product and PU and ease of use of the configurator itself. The study shows the relevance of experiential learning theory as an antecedent of the TAM. A model summarizing our observations is proposed and discussed.     

Investigating attitudes towards the use of mobile learning in higher education

Mobile learning (M-learning) has become an important educational technology component in higher education. M-learning makes it possible for students to learn, collaborate, and share ideas among each other with the aid of internet and technology development. However, M-learning acceptance by learners and educators is critical to the employments of M-learning systems. Attitudes towards M-learning technology is an important factor that helps in determining whether or not learners and educators are ready to use M-learning. Such attitudes will serve to identify strengths and weaknesses and facilitate the development of the technology infrastructure. This paper aims at exploring students and educators' attitudes towards the use of M-learning in higher educational universities within Oman and UAE; two neighboring countries in the Arab Gulf region. To serve this purpose, two survey questionnaires were conducted: one for students and another for educators. The participants of this study are 383 students and 54 instructors from five universities. Different factors have been examined to test where there is a significant difference among students and educators' attitudes towards the use of M-learning, such as gender, age, country, level of study, smartphone ownership, major in terms of students and age, country, academic rank, academic experience and smartphone ownership in terms of educators. Findings revealed significant differences among the students’ attitudes towards M-learning with regard to their smartphone ownership, country and age. Furthermore, results indicated that M-learning can be one of the promising pedagogical technologies to be employed in the higher educational environments within the Arab Gulf countries.     

Secondary school educators' perceptions and practices in handling cyberbullying among adolescents: A cluster analysis

School educators play an important role in cyberbullying management. Since scarce earlier research indicated low perceived competence of school educators in handling cyberbullying, more insight is needed in what determines their actions and how to improve these practices. This study assessed school educator practices, their perceptions and context factors from a behavior change theoretical framework, and investigated educator clusters related to this. An online survey was conducted among 451 secondary school educators (teachers, principals, school counselors). School educators mostly used recommended actions (i.e. conversations with pupils, enlisting professionals for support, parental involvement, providing supportive victim advice). Four educator clusters were identified: ‘referrers’ (65%), ‘disengaged’ educators (14%), ‘concerned’ educators (12%) and ‘use all means’ educators (9%). The first two clusters were less adept at handling cyberbullying and comprised mostly teachers, particularly indicating a need for training teachers. Our findings show a need for tailored educator training, e.g. by job position, gender, school size and grade. The behavior change theoretical framework can help target educators' particular needs.     

Convergence adoption model (CAM) in the context of a smart car service

This study proposes the convergence adoption model (CAM) in the context of a smart car service. The unique characteristics of convergence technology demand the incorporation of compatibility judgment, task-technology-fit (TTF) and the effect of visual design to fully understand users' adoption intention. The results of our study indicate that the compatibility with past experiences with existing and comparable technologies is indeed a critical factor affecting perceived ease-of-use, usefulness, and enjoyment of convergence technology. TTF is found to directly influence the adoption intention and mediate the effect of perceived usefulness and enjoyment on the adoption intention. Finally, the results show that visual attractiveness of the interface design enhances the evaluation of the key constructs of our model, such as compatibility judgment, perceived enjoyment, and adoption intention of convergence technology.     

Does social capital matter? A quantitative approach to examining technology infusion in schools

Changing teachers’ perceptions about the value of technology and equipping them with appropriate knowledge and skills in pedagogical use of technology is often regarded as a key determinant of success in technology infusion in schools. However, recent studies have indicated that changing teachers’ epistemological beliefs about the use of technology in teaching and learning may not necessarily bring about change in their practice, and that technology implementation in schools can be affected by other instrumental forces, such as collegial trust, support for risk taking and access to expertise within an organization. In this article, we delineate collegial trust, access to expertise, willingness to take risks, etc. as manifestations of social capital in an organization. We argue that social capital plays a pivotal role in leveraging pedagogical change in schools. To gauge teachers’ self‐perceived change in their pedagogical use of technology, we take a constructivist perspective to explore how technology serves as a tool for facilitating students to articulate their thoughts, to explore and construct knowledge, and to become more autonomous in learning. The results of our questionnaire survey indicate that (1) the social capital of a school had a strong direct effect on teachers’ self‐perceived changes in their pedagogical use of technology, and that the effect of social capital on pedagogical change outweighed that of teachers’ perceived effectiveness of professional development; (2) teachers’ receptivity towards technology use had a direct effect on their perceived effectiveness of professional development but a very weak effect on fostering changes in their pedagogical use of technology; and (3) the social capital of a school had a direct influence on teachers’ receptivity towards technology use and their perceived effectiveness of professional development. To further unfold the complexity of technology implementation, more in‐depth qualitative studies on how social forces shape the change process are deemed necessary.     

Exploring pre-service teachers' beliefs about using Web 2.0 technologies in K-12 classroom

This qualitative study explored pre-service teachers' behavioral, normative, and control beliefs regarding their intentions to use Web 2.0 technologies in their future classrooms. The Theory of Planned Behavior (TPB) was used as the theoretical framework (Ajzen, 1991) to understand these beliefs and pre-service teachers' intentions for why they want to use Web 2.0 technologies. According to Ajzen's TPB, the behavioral beliefs are based on attitude toward outcomes or consequences of using Web 2.0, the normative beliefs depend on social support and social pressure to use Web 2.0, and the control beliefs lay the foundation of perceived behavioral control over using Web 2.0 in a classroom. Data were collected from open-ended survey questions (n = 190), semi-structured interviews (n = 12) and end of semester reflections (n = 12). Findings suggest that pre-service teachers' intentions to use Web 2.0 technologies are related to their beliefs about the value of these technologies for improving student learning and engagement, its ease of use (behavioral beliefs), its ability to meet the needs/expectations of digital age students (normative beliefs), the participants' high self-efficacy in use, and its potential for affording students anytime/anywhere access to learning and interaction (control beliefs). From these results, we recommend that teacher educators should target these beliefs within teacher development programs to prepare pre-service teachers for successful use of Web 2.0 technologies in their future K-12 classrooms.     

Practical guidelines for designing and evaluating educationally oriented recommendations

There is a need for designing educationally oriented recommendations that deal with educational goals as well as learners' preferences and context in a personalised way. They have to be both based on educators' experience and perceived as adequate by learners. This paper compiles practical guidelines to produce personalised recommendations that are meant to foster active learning in online courses. These guidelines integrate three different methodologies: i) user centred design as defined by ISO 9241-210, ii) the e-learning life cycle of personalised educational systems, and iii) the layered evaluation of adaptation features. To illustrate guidelines actual utility, generality and flexibility, the paper describes their applicability to design educational recommendations in two different contexts, which in total involved 125 educators and 595 learners. These applications show benefits for learners and educators. Following this approach, we are targeting to cope with one of the main challenges in current massive open online courses, which are expected to provide personalised education to an increasing number of students without the continuous involvement of educators in supporting learners during their course interactions.     

microLESSONS in teacher education: Examining pre-service teachers’ pedagogical beliefs

It is a challenge for teacher educators to shift pre-service teachers away from traditional pedagogical beliefs towards constructivist ones. At the National Institute of Education in Singapore, microLESSONS is introduced into the instructional technology course of the teacher education program to provide pre-service teachers with opportunities to adopt constructivist instructional approaches towards the design of multimedia learning packages. Based on a class of pre-service teachers in the Diploma in Education program, this paper examines how participation in the microLESSONS series changes pre-service teachers’ pedagogical beliefs. Although the study shows that the beliefs of pre-service teachers are resistant to change and are unlikely to be affected by a short, one-off constructivist-based practical experience provided by the microLESSONS series, the series may have enhanced their confidence in designing and developing multimedia learning packages based on constructivist principles. The series has also given them a better understanding of the diverse use of technology for enhancing teaching and learning.     

Modeling technophobia: a case for word processing

After theory of reasoned action, Davis (1986Davis, 1993) and Davis, Bagozzi, and Warshaw (1989) proposed the Technology Acceptance Model to account for how perceived ease of use, perceived usefulness, and attitudes predict behavioral intention to use computers. This study combined these factors with measures from Bandura's self efficacy theory (computer self efficacy and computer anxiety; Bandura, 1977, Bandura, 1986) in conjunction with assessments of current computer experience. A total of 147 undergraduates completed a series of questionnaires at the beginning and end of a 13-week semester. A multiple regression analysis revealed that self-reported word-processor usage over a 13-week period was predicted by levels of usage at the beginning of the semester, expected usage, and perceived usefulness. Initial levels of usage and perceived usefulness were both predicted by levels of computer anxiety. A combination of the variables formulated by the Technology Acceptance Model and self efficacy theory account for 45% of the variance in self-reported computing behavior over a 13-week period. The theoretical implications are discussed.     

Mobile banking — insights on its increasing relevance and most common drivers of adoption

The fast advancement of mobile technologies and devices has increased the importance of mobile banking (m-banking) for financial institutions. Even though numerous studies have investigated the drivers of m-banking adoption, up to now there is no study that has critically reviewed the findings of previous efforts and evaluated the results in this field for researchers as well as practitioners. As a consequence, this article explores the most commonly used drivers to examine the adoption of m-banking through a comprehensive and up-to-date literature review of articles published between 2008 and 2011. With it, the results not only indicate that the Technology Acceptance Model (TAM) was mainly adapted by most m-banking studies but also reveal that the most common drivers of adoption can be categorized into four major dimensions, i.e. perceived usefulness, perceived risk, perceived compatibility and perceived cost. This article gives an introduction to the heightened relevance of m-banking, provides researchers with an overview of frequently harnessed drivers of m-banking adoption as well as future research opportunities and equips practitioners with an understanding for m-banking customers and corresponding managerial decisions.     

Modeling users’ acceptance of mobile services

The success of mobile services adoption hinges on their ability to cover user needs and attract consumer interest. The extant literature focuses on understanding the factors that might affect consumers’ actual adoption of such services through their effect on behavioral intention; these studies are mostly based on behavioral intention theories, such as Technology Acceptance Model, Diffusion of Innovation and Unified Theory of Acceptance and Use of Technology. In this work, new theoretical constructs are combined with existing evidence in order to extend the Technology Acceptance Model (TAM) as it was initially established by Davis and later further enriched by other researchers. The proposed model includes behavioral intention, perceived usefulness, perceived ease of use, trust, innovativeness, relationship drivers, and functionality. Within this approach, relationship drivers introduce a marketing perspective to the original models of technology adoption by building emotional connections between the users and the mobile services. The hypothesized model is empirically tested using data collected from a survey on m-commerce consumers. Structural Equation Modelling (SEM) was used to evaluate the causal model and Confirmatory Factor Analysis (CFA) was performed to examine the reliability and validity of the measurement model. It is briefly concluded that behavioral intention is directly affected by perceived usefulness, innovativeness and relationship drivers; the findings provide interesting insights and useful hints to practitioners and researchers.