An e-maturity analysis explains intention–behavior disjunctions in technology adoption in UK schools

Abstract

This paper addresses the problem of non-significant intention-behavior effects in educational technology adoption, based on a reanalysis of data from the Impact09 project, a UK-government funded evaluation of technology use in high schools in England that had been selected as representing outstanding Information and Communications Technologies (ICT) innovation. The reanalysis focuses on intentionality and teleology, and attempts to combine an ecological perspective with a critical analysis of the intention-behavior correlations among participants, particularly teachers and head teachers. The concept of self-regulation is also considered as a determinant of adoption. The study reports a qualitative analysis of extensive interview data from four schools, and makes use of Underwood's concept of 'linkage e-maturity'. Traditional models of technology acceptance that focused on achievement often assumed a steady trajectory of innovation, but such studies failed to explain uneven patterns of adoption. In this reanalysis, an emphasis on learning practices rather than achievement, interpreted within local and system-wide ecological contexts, better explained uneven adoption patterns.

The Application of Acceptance Models to Human Resource Information Systems: A Literature Review

“…The UTAUT can therefore be considered as a theory which incorporates the TAM but which expands it with the variables of "facilitating conditions" and "social influence." Although the TAM has been subject to many criticisms in the literature such as the inconsistency of the link between intention to use and actual use (Bagozzi, 2007;Nistor et al, 2013;Harrison et al, 2014;Nistor, 2014), the lack of formalisation of antecedents to beliefs (Benbasat and Barki, 2007) and even the reduction of acceptance to frequency of use (Benbasat and Barki, 2007;Schwarz and Chin, 2007), the Davis model is today still the subject of research in the field of the acceptance of HRIS (Bayraktaroglu et al, 2019;Shahreki et al, 2020). We have therefore chosen to retain the presentation of this model.…”

Narrating in grey: An application to educational management information systems and accountability

“…It is very important that HEIs incorporate good information management practices that allow them to use quantitative information in a context of strategies that provide them with both meaning and purpose. This notion is directly related to the concept of e-maturity applied to the educational field – degree of provision, administration, and use of technology to support learning in the curriculum (Underwood, 2009) –, as a broader perspective (Bagozzi, 2007; Harrison et al, 2014; Nistor, 2014) that gives long term meaning to ICT use, as a way to achieve its objectives transcendently (for example, social or systemic determinants, quality or external certification; Harrison et al, 2014).…”

“…However, as early as 1998, Abby Rubin (1998) indicated that in the case of developing countries, MISs have been implemented in the educational field, but that “…implementation and use of accountability measures, however, has been varied, not always living up to the ideal of what could be expected in terms of making the connection with quality improvement” (Abby Rubin, 1998: 287). Today, this situation has not changed substantively (Rojas Ríos and López Stefoni, 2016), despite the fact that educational organizations seek certain objectives in a transcendent way, objectives that mobilize them in different areas, for example, in the ICT incorporation for educational management, expecting a quality certification (Harrison et al, 2014)…”

Tendencies of Engineering Students on Applying Technological Innovations

“…Khanagha, Volberda, Sidhu and Oshri (2013) stated that adoption is a process occurring step by step and gradually. Similarly, adopting and applying contemporary technologies in education have happened relatively at slow pace (Harrison, Tomas, & Crook, 2014).…”