Using the power of research to inform ICT integration in education

Posts tagged ‘technology acceptance model’

Can the move to a Digital Library be Informed by the Technology Acceptance Model?

Jade Miller, Otto Khera (2010) “Digital Library Adoption and the Technology Acceptance Model: A cross-country analysis”, EJISDC (2010) 40, 6, 1-19

In this article, we examine, through the framework of the Technology Acceptance Model (TAM), some of the features that inform user acceptance of a digital library system implementation at agricultural universities in two developing countries: Kenya and Peru. This is a study not only examining factors contributing to adoption of this offline digital library, but also a cross-site comparison, meant to examine the functionality in the developing world of a theoretical model developed in and based on conditions in the developed world. As we unravel predictors of technological acceptance of a digital library implementation in the developing world, we simultaneously investigate a broader question: not just questions regarding improved research in the developing world, but on it as well.

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How can TAM explain student attitudes towards ICT in and out of school?

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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