Faculty Use of Established and Emerging Technologies in Higher Education: A Unified Theory of Acceptance and Use of Technology Perspective

Autor/inn/en	Lewis, Carmen C.; Fretwell, Cherie E.; Ryan, Jim; Parham, James B.
Titel	Faculty Use of Established and Emerging Technologies in Higher Education: A Unified Theory of Acceptance and Use of Technology Perspective
Quelle	In: International Journal of Higher Education, 2 (2013) 2, S.22-34 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Higher Education; College Faculty; Teacher Attitudes; Technology Uses in Education; Computer Attitudes; Online Surveys; Business Administration Education; Teacher Surveys; Measures (Individuals); Expectation; Social Influences; Gender Differences; Intention; Predictor Variables; Habit Formation; Statistical Distributions; Factor Analysis + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Messdaten; Expectancy; Erwartung; Sozialer Einfluss; Geschlechterkonflikt; Prädiktor; Wahrscheinlichkeitsverteilung; Faktorenanalyse
Abstract	Our effectiveness as instructors lies ultimately in how well our students can understand and apply the concepts we teach. In response to the growing importance of accountability in the educational process and the abundance of social networking technology and communication tools available for possible classroom use, this paper will use The Unified Theory of Acceptance and Use of Technology (UTAUT) to examine the adoption of established and emerging information technology in higher education classrooms. Hence, the goal of this paper is to test theoretical explanations from UTAUT in the context of higher education through the development of a set of hypotheses predicting the conditions under which classroom technology use is likely to emerge. Data collection occurred via an online survey. The instrument was sent to business faculty members teaching face-to-face classes at a southeastern university. Our findings suggest that in the context of instructors' use of technology for classroom purposes, the most important antecedents are performance expectancy, effort expectancy, social influence, and habit with more complex effects when gender is added as an interaction term. Results from this study will provide useful information on the frequency of use of technology, along with significant factors affecting its adoption in the classroom. Departmental leaders interested in the variations in individual faculty's level of inclination toward technological changes would find them particularly useful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01