Using the power of research to inform ICT integration in education

Edmunds, Rob; Thorpe, Mary and Conole, Grainne (2012). Student attitudes towards and use of ICT in course study, work and social activity: a technology acceptance model approach. British Journal of Educational Technology, 43(1), pp. 71–84

One of the most well known models investigating resistance to new technologies in the workplace was developed by Davis (1989) in the Technology Acceptance Model (TAM). In its simplest 1989 form, Davis devised a scale that produced measures on two factors, ease of use and perceived usefulness. The increasing use of information and communication technology (ICT) in higher education has been explored largely in relation to student experience of coursework and university life. Students’ lives and experience beyond the university have been largely unexplored. Research into student experience of ICT used a validated model – The Technology Acceptance Model (TAM) – to explore the influence of work and social/leisure contexts as well as course study, on attitudes towards and take up of technology. The results suggest that usefulness and ease of use are key dimensions of students’ attitudes towards technology in all three contexts but that ICT is perceived most positively in the context of work and technology use at work is an important driver for technology use in other areas.

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