Using Subjective Norms to Predict Teachers' Computer Use

Marcinkiewicz, Henryk R.; Regstad, Neil G.

doi:10.1080/10402454.1996.11008223

Cited by 47 publications

(27 citation statements)

References 12 publications

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“…Venkatesh and Davis (2000) posited that when an important co-worker thought that a system was useful or easy to use, a person was likely to think in the same way. This was supported by Marcinkiewicz and Regstad (1996) who studied the influence of subjective norm on computer use and found that subjective norm was most predictive of computer use, alongside self-competence, perceived relevance and innovativeness. The 'significant others' identified by Marcinkiewicz and Regstad referred to the principal, colleagues, pupils, and professional body.…”

Section: Subjective Normmentioning

confidence: 75%

Examining the influence of subjective norm and facilitating conditions on the intention to use technology among pre-service teachers: a structural equation modeling of an extended technology acceptance model

Teo

2010

Asia Pacific Educ. Rev.

173

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This study examined pre-service teachers' selfreported behavioral intentions to use technology. Three hundred and fourteen participants completed a survey questionnaire measuring their responses to six constructs from a research model that extends the technology acceptance model (TAM) by including facilitating conditions and subjective norm. Structural equation modeling was used as the main technique for data analysis. This study contributes to the growing interests in using information science models to explain intention to use technology in educational contexts. The results of this study showed that the TAM constructs were significant in explaining pre-service teachers' intention to use technology. Although facilitating conditions and subjective norm had significant effects on behavioral intention to use technology, they were mediated by attitude toward usage, perceived usefulness, and perceived ease of use. Overall, this study indicated the TAM has sufficient explanatory powers to explain pre-service teachers' intention to use technology in an educational environment.

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Section: Subjective Normmentioning

confidence: 75%

Examining the influence of subjective norm and facilitating conditions on the intention to use technology among pre-service teachers: a structural equation modeling of an extended technology acceptance model

Teo

2010

Asia Pacific Educ. Rev.

173

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“…• Teachers may have primarily used computers due to "subjective norms" or expectations placed on them as TnETL grant recipients -possibly resulting in less rigorous efforts due to lack of personal choice (Marcinkiewicz & Regstad, 1996).…”

Section: Discussionmentioning

confidence: 99%

Does technology integration “work” when key barriers are removed?

Lowther

Inan

Strahl

et al. 2008

Educational Media International

170

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The effectiveness of Tennessee EdTech Launch (TnETL), a statewide technology program designed to meet the No Child Left Behind (NCLB) mandate, was investigated in this matched treatment-control quasi-experimental study. The goal of the program was to provide full-time, on-site technology coaches to prepare teachers to create lessons that engage students in critical thinking and use of computers as tools in order to increase learning. The study examined TnETL impact on student achievement, teachers' skills and attitudes toward technology integration; use of research-based practices; and students' skills in using technology as a tool. The study was implemented in two cohorts: "Launches" 1 and 2. This paper presents the findings of Launch 1, a three-year program that involved 26 schools, 12,420 students and 927 teachers. Program effectiveness was measured via direct classroom observations, surveys, student performance assessments, focus groups, and student achievement analysis. Survey results showed that program teachers had significantly higher confidence to integrate technology and in using technology for learning. Observation results revealed that program compared with control students more frequently used computers as tools, worked in centers, and engaged in research and project-based learning. Although the TnETL program demonstrated progress in changing school culture to benefit students through the use of technology, student gains on high-stakes tests were mixed. The implications of the results are discussed relative to implementation successes and barriers, sustainability prospects, and the observed impacts of technology integration on teaching and student learning.Est-ce que l'intégration de la technologie "fonctionne" lorsqu'on enlève les barrières principales? L'efficacité de Tennessee EdTech Launch (TnETL) en avant dans la Technologie Educative, un programme technologique couvrant la totalité de cet état, conçu pour répondre aux injonctions de NCLB, a fait l'objet d'une recherche dans le cadre de cette étude quasi expérimentale avec alternance traitement/contrôle. Le but de ce programme était de fournir sur place des "formateurs" pour préparer les enseignants à créer des leçons qui amènent les élèves à réfléchir de façon critique et à utiliser les ordinateurs comme outils pour améliorer l'apprentisage. La présente étude a porté sur l'impact de TnETL sur les résultats des élèves, les compétences et les attitudes des enseignants vis à vis de l'intégration des technologies; le recours à des pratiques fondées sur la recherche; et les compétences des élèves pour utiliser la technologie comme outil. L'étude a été mise en place dans deux groupes: Lancement 1 et 2. L'article présente les résultats de Lancement 1, programme de trois ans qui a concerné 26 écoles, 12,420 élèves et 927 enseignants. L'impact réel a été mesuré par des observations directes dans les classes, des enquêtes, des évaluations de la performance des élèves, des groupes cibles, et l'analyse des résultats des élèves. Les résultats de l'enquête ...

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“…In one study, the only significant predictor of teachers' computer use was "subjective norms," that is, expectations for computer use by influential others in teachers' lives-principals, colleagues, students, and the profession (Marcinkiewicz & Regstad, 1996). More recently, Lumpe and Chambers (2001) found that teachers' reported uses of technology-related teaching practices was influ-enced by their self-efficacy for teaching with computers, their context beliefs about factors that enabled them to be effective teachers, and the likelihood of those factors occurring in their schools.…”

Section: Implications For Professional Developmentmentioning

confidence: 99%