Predicting teachers' use of an educational system by intention, attitude and self-reported use

Acceptance studies are for organizations a means to gain insight into users’ perceptions of a (newly introduced) technology. However, the validity of an acceptance study might be limited (a) in the case where a technology can be used receptively (e.g. to download information) as well as generatively (e.g. to share knowledge); and (b) if actual use of the technology is not measured. For this study, different dimensions of actual use of an educational portal (number of logins, downloads, uploads, reactions and pageviews) of 864 teachers were collected on two occasions (T1 and T2), and linked to their responses on an acceptance questionnaire based upon scales of TAM and TPB (taken at T1). Two research questions were put forward: (1) which dimensions of actual use can be predicted by attitude, intention and self-reported use; and (2) which factors discern the uploaders from the non-uploaders. Regression analyses showed that receptive use (logging in, downloading and browsing) could be predicted by attitude, intention and self-reported use, with variance explained ranging between .13 and .16; whereas generative use (uploading and reacting on contributions of other teachers) could not be predicted (Adj. R2 between .01 and .04). Logistic regression showed that the more positive teachers’ attitudes towards the portal are and the higher their perceptions of control; the more likely they will upload information onto the portal. This study is a call for more research on the factors that influence different dimensions of actual educational technology use

Time for action! ICT integration in formal education : key findings from a region-wide follow-up monitor

This paper is a report on the key findings of a region-wide monitoring study conducted in Dutch-speaking schools in Belgium. First, we elaborate on the building blocks of the instrument, which has been updated and improved since its first deployment in 2007. In particular we focus on the core indicators, along with the multi-actor approach, the sample design and the ways in which new phenomena such as media literacy and gaming have been operationalized. Secondly, we highlight the main trends and patterns within pre-school, primary and secondary education. The first descriptive analyses show quite disappointing results with regard to ICT use at the micro level and the available infrastructure, while headmasters, teachers and pupils reported positive perceptions of different aspects of ICT integration. These results indicate an urgent need to take appropriate action. Therefore, the final part of the paper examines how ICT integration could be improved via structural changes and appropriate policymaking with regard to budgeting, teacher training and the particular role of ICT coordinators in schools

Developing a validated instrument to measure pre-service teachers’ ICT competencies : meeting the demands of the 21st-century

The main objective of this study is to develop a self-report instrument to measure pre-service teachers’ ICT competencies in education. The questionnaire items of this instrument are based on an existing comprehensive framework and were created with input from experts in the field. The data were collected from a sample of 931 final-year pre-service teachers in Flanders (Belgium). A first subsample was used for an exploratory factor analysis, and a second one to verify the identified factor structure via confirmatory factor analysis. A two-factor structure of ICT competencies was identified: (a) competencies to support pupils for ICT use in class and (b) competencies to use ICT for instructional design. This two-factor structure was confirmed in the confirmatory factor analysis. Recommendations are made on how this reliable instrument can help assess the level and progress of pre-service teachers’ ICT competencies

Personality, Technology Belief Contexts and Acceptance: Framework and Empirical Testing

This paper describes a new framework for technology acceptance research. Next to an information-system specific belief context, an individual’s personality context and an overall technology-related context are introduced. It is primarily introduced to explore antecedents of technology acceptance’s independent constructs. The framework is proposed so that each of its tiers can host a model best describing the population under examination. The three tiered framework is then operationalized whereby personality is measured through the Five Factor Model, overall technology beliefs are reflected by the Technology Readiness Index and information system –specific beliefs are covered by the Unified Theory of Acceptance and Use of Technology. This research model is tested in a large university hospital setting, where the technology under scrutiny is an Electronic Patient Record