Enhancing the Administration of an Early Intervention Educational Programme Through Technology; Exploring Usage, Acceptance and Attitudes

Abstract

The study aimed to investigate information technology use, attitudes and acceptance before and after the introduction of technology-based work practices in a community-based educational initiative. A convenience sample of Home Visitors was recruited, and a composite survey was used to collect data on participant use, attitudes and acceptance of technology prior to and following the implementation of the new system. Correlations and paired sample T-tests were used to analyse data. A total of 21 Home Visitors completed the survey at baseline and again at one academic year follow-up. Several factors were identified as potentially important in relation to Home Visitor use of technology which included aspects of both attitude (anxiety dependence) and acceptance (needs satisfaction, support availability and use intention). Paired-sample T-tests revealed little change in participant use of technology, which was high from the outset. Anxiety dependence, a component of attitude, was significantly greater at follow-up in comparison with baseline levels. No significant differences were observed in pre-post self-reported acceptance of technology. These findings serve as a guide for community-based organisations considering a move toward technology-mediated work practices.