Technological Diffusion within Educational Institutions: Applying the Technology Acceptance Model
Stacy Wolski, Sally Jackson, University of Arizona, United States
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-33-4 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Expectancy models of behavior such as the Theory of Reasoned Action and the Technology Acceptance Model offer guidelines that aid efforts to facilitate use of new technology. These models remind us that both acceptance of and resistance to technology use are grounded in beliefs and norms regarding the technology. Although the Technology Acceptance Model is widely used to model user acceptance of technology, we suggest that the model fails to capture all of the relevant components to technology acceptance in the context of educational organizations. This paper discusses the application of expectancy models to educational institutions and we identify relevant aspects of technology use that are accounted for by the Theory of Reasoned Action.
Wolski, S. & Jackson, S. (1999). Technological Diffusion within Educational Institutions: Applying the Technology Acceptance Model. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 1718-1723). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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