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Article: Introducing electronic textbooks as daily-use technology in schools: A top-down adoption process

TitleIntroducing electronic textbooks as daily-use technology in schools: A top-down adoption process
Authors
Issue Date2016
Citation
British Journal of Educational Technology, 2016, p. n/a-n/a How to Cite?
AbstractThis study took frequency of use and the adoption process into account to define the participants and external variables of the research model. School electronic textbooks are a daily-use technology and they are adopted in a compulsory, top-down way. Their introduction can evoke feelings of anxiety among teachers because of a possible increase in workload. This compulsory adoption process contrasts with that for most other technologies, which are voluntary and less disruptive. In a school context, instructional designs of electronic textbooks that help explain user acceptance are sufficient in a bottom-up, but not a top-down, approach. To address this, we included individual, organizational and social factors in our research model. We used a survey questionnaire to collect data from 306 in-service teachers from eight secondary schools. The results showed anxiety and positive attitude are the main barrier and catalyst, respectively, to acceptance of such technology. We make one suggestion for researchers and two suggestions for school leaders on the adoption process.
Persistent Identifierhttp://hdl.handle.net/10722/224956

 

DC FieldValueLanguage
dc.contributor.authorChiu, KF-
dc.date.accessioned2016-04-18T03:34:44Z-
dc.date.available2016-04-18T03:34:44Z-
dc.date.issued2016-
dc.identifier.citationBritish Journal of Educational Technology, 2016, p. n/a-n/a-
dc.identifier.urihttp://hdl.handle.net/10722/224956-
dc.description.abstractThis study took frequency of use and the adoption process into account to define the participants and external variables of the research model. School electronic textbooks are a daily-use technology and they are adopted in a compulsory, top-down way. Their introduction can evoke feelings of anxiety among teachers because of a possible increase in workload. This compulsory adoption process contrasts with that for most other technologies, which are voluntary and less disruptive. In a school context, instructional designs of electronic textbooks that help explain user acceptance are sufficient in a bottom-up, but not a top-down, approach. To address this, we included individual, organizational and social factors in our research model. We used a survey questionnaire to collect data from 306 in-service teachers from eight secondary schools. The results showed anxiety and positive attitude are the main barrier and catalyst, respectively, to acceptance of such technology. We make one suggestion for researchers and two suggestions for school leaders on the adoption process.-
dc.languageeng-
dc.relation.ispartofBritish Journal of Educational Technology-
dc.titleIntroducing electronic textbooks as daily-use technology in schools: A top-down adoption process-
dc.typeArticle-
dc.identifier.emailChiu, KF: tchiu@hku.hk-
dc.identifier.authorityChiu, KF=rp02010-
dc.identifier.doi10.1111/bjet.12432-
dc.identifier.hkuros257554-
dc.identifier.spagen/a-
dc.identifier.epagen/a-

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