[ { "key": "A5ANWFHY", "version": 27, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/A5ANWFHY", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/A5ANWFHY", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Oettinger and Marks", "parsedDate": "1968", "numChildren": 0 }, "data": { "key": "A5ANWFHY", "version": 27, "itemType": "journalArticle", "title": "EDUCATIONAL TECHNOLOGY: NEW MYTHS AND OLD REALITIES", "creators": [ { "creatorType": "author", "firstName": "Anthony", "lastName": "Oettinger" }, { "creatorType": "author", "firstName": "Sema", "lastName": "Marks" }, { "creatorType": "contributor", "firstName": "Anthony", "lastName": "Oettinger" } ], "abstractNote": "Too many educators today adopt modern technological tools & methods in their Sch's without seriously thinking about their promise or their limitations. The assertion that technology promotes individualization of instruction is used to contrast broad claims with a narrower reality. 2 case studies-the Watertown, Mass Language Laboratory & the Stanford-Brentwood Computer Assisted Instruction Laboratory-illustrate how the combination of instit'al rigidity & the current state of technology precludes the widespread & meaningful adoption, integration & practical application of technology in the Sch's. It is concluded that the short-range claims made for educ'al technology are unfounded. As much diversity in educ'al methods as possible should be encouraged & the 'naive illusion should be dropped that sci has answers which educ can exploit if only it will organize itself properly & do the right incantations.' DIS- CUSSION by Maurice Belanger (Harvard U, Cambridge, Mass) indicates that the new technology can not be dismissed with the standard analysis that it is simply another round of innocuous technical innovation. 4 points are raised which should be probed: (1) the applicability of Jacques Ellul's fundamental thesis of the technical takeover (THE TECHNOLOGICAL SOCI- ETY, New York, NY: Vintage, 1967); (2) computers, programs, & other technology now used in educ should be more clearly defined; (3) Ludwig von Bertalanffy's concept of 'general systems' should be utilized rather than the neomechanisms of cybernetics; & (4) the possible loss of life & spirit in teaching through too many mechanisms. Allan B. Ellis (Harvard U, Cambridge, Mass) questions the usefulness of machines in teaching. It is stated that Oettinger did not show educators the role computers can play in the implementation & the formulation of educ'al goals. 'He is telling us to use technology properly without ever bothering to tell us what technology is.' Patrick Suppers (Stanford U, Calif) comments on some of the technical aspects in Oettinger's paper & deals with various aspects of the problem of individualization of instruction as handled in the Stanford-Brentwood language laboratory program. By teaching Russian at a computer console, the teacherstudent relationship is individualized & becomes more direct. Results have been positive. Warren G. Bennis (State U of New York, Buffalo) finds that Oettinger presented little more than generalities. Under reference to theories of soc change, Oettinger's statements about the propensity of Sch systems to resist change are rejected. Robert Glaser (U of Pittsburgh, Pa) feels that Oettinger's analysis is superficial. The usefulness of a computer in teaching is affirmed. Oettinger ommitted the important new technology which resulted from the application of behavioral sci to practical human affairs & which is providing the principles & evaluative procedures to make hardware technology viable. James W. Becker, offers some facts on educ in Newark, NJ & asserts that computers are no panacea but must be tried to improve the disastrous conditions of educ. Anthony G. Oettinger & Sema Marks, REPLY, emphasize the need to distinguish between ultimate promise & immediate possibility & to avoid confusing a belief in the value of sci with a belief that sci necessarily has all the answers. Behavioral sci has as yet provided little of immediate value. In educ'al policies, conscious decisions about values are unavoidable. The use of unproven educ'al technology as a placebo is dangerous. Above all, flexibility is necessary for educators. M. MaxfieId.", "publicationTitle": "Harvard Educational Review", "publisher": "", "place": "", "date": "1968", "volume": "38", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "697–755", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.17763/haer.38.4.37863k075234nu72", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0017-8055", "archive": "", "archiveLocation": "", "shortTitle": "EDUCATIONAL TECHNOLOGY", "language": "eng", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Education/Educational/Educator/ Educators/ Educationally ; Technology/Technological/ Technologically ; Sociology of Education; Sociology of Education ; Article ; Education : Technology ; Technology : Educational", "type": 1 } ], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T18:03:20Z", "dateModified": "2019-09-15T18:03:20Z" } }, { "key": "2JB7V3E5", "version": 26, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/2JB7V3E5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/2JB7V3E5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Lam et al.", "parsedDate": "2014", "numChildren": 0 }, "data": { "key": "2JB7V3E5", "version": 26, "itemType": "journalArticle", "title": "Disciplinary difference in students' use of technology, experience in using eLearning strategies and perceptions towards eLearning", "creators": [ { "creatorType": "author", "firstName": "Paul", "lastName": "Lam" }, { "creatorType": "author", "firstName": "Carmel", "lastName": "Mcnaught" }, { "creatorType": "author", "firstName": "Jack", "lastName": "Lee" }, { "creatorType": "author", "firstName": "Mavis", "lastName": "Chan" } ], "abstractNote": "To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.compedu.2013.12.015 Byline: Paul Lam, Carmel McNaught, Jack Lee, Mavis Chan Abstract: This paper focuses on interdisciplinary differences in three main issues related to eLearning: namely, use of technology, use of technology for teaching and learning, and perceptions about eLearning strategies. Data were survey results for 1438 students at The Chinese University of Hong Kong. Disciplines were classified into Soft/Hard and Pure/Applied based on the Biglan model. Results revealed that while students of different disciplines did not vary a great deal in their daily usage of technology, there were differences in their level of confidence in using technology. The use of technology for teaching and learning also differed across disciplines. For example, students in Applied disciplines, compared with students in Pure disciplines, had more experience in employing web-based communication tools to learn. However, there were no significant differences in terms of students' perceptions of the usefulness of eLearning strategies. The findings suggested that while there may be disciplinary differences in the adoption of eLearning, all students have a similar (and positive) view about the need for the use of technology for teaching and learning. Author Affiliation: Centre for Learning Enhancement And Research (CLEAR), The Chinese University of Hong Kong, Room 302, Shatin, New Territories, Hong Kong Article History: Received 7 July 2013; Revised 29 December 2013; Accepted 31 December 2013", "publicationTitle": "Computers & Education", "publisher": "", "place": "", "date": "2014", "volume": "73", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "111", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0360-1315", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Analysis ; Educational Technology", "type": 1 }, { "tag": "Analysis ; Students", "type": 1 }, { "tag": "Students", "type": 1 }, { "tag": "Usage", "type": 1 }, { "tag": "Usage ; Educational Technology", "type": 1 } ], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T18:01:59Z", "dateModified": "2019-09-15T18:01:59Z" } }, { "key": "JJRXZYDZ", "version": 25, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/JJRXZYDZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/JJRXZYDZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Raghunath et al.", "parsedDate": "2018", "numChildren": 0 }, "data": { "key": "JJRXZYDZ", "version": 25, "itemType": "journalArticle", "title": "Are academics ready for smart learning?(Report)", "creators": [ { "creatorType": "author", "firstName": "Riyukta", "lastName": "Raghunath" }, { "creatorType": "author", "firstName": "Connie", "lastName": "Anker" }, { "creatorType": "author", "firstName": "Anne", "lastName": "Nortcliffe" } ], "abstractNote": "Byline: Riyukta Raghunath, Connie Anker, Anne Nortcliffe Abstract Ownership of smartphones and tablets among the student population is growing. Students are using their devices to support their learning. Employers and employees are increasingly bringing their own smart devices into private and public organisations to support their business. This is leading to employees driving the Bring Your Own Device (BYOD) agenda in organisations. It is not clear the extent to which academics are embracing smart technology to manage their workload or to enhance the student experience of learning. This paper presents a qualitative study of how engineering academics are using their own BYOD or institutionally provided smart devices. A 6Cs (connect, communicate, collaborate, curate, create and coordinate) framework has been used to analyse the results. The findings indicate that academics are primarily using devices to create materials, second to coordinate their work and third to communicate with students about their learning. However, there are a number of inhibiting and enabling factors that need to be addressed by academic institutions to develop the effective adoption of smart technologies for academic practice. Infrastructure, including developing widespread access to WiFi, and the prioritisation of opportunities to support staff to learn how to apply the technology to enhance student learning and experience are key areas of necessary development.", "publicationTitle": "British Journal of Educational Technology", "publisher": "", "place": "", "date": "2018", "volume": "49", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "182-197", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/bjet.12532", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0007-1013", "archive": "", "archiveLocation": "", "shortTitle": "Are academics ready for smart learning?", "language": "eng", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Tablet Computers ; Learning ; Smartphones ; Electronic Devices ; Learning ; Students ; Educational Technology;", "type": 1 } ], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T18:01:16Z", "dateModified": "2019-09-15T18:01:16Z" } }, { "key": "GYHA9YWK", "version": 24, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/GYHA9YWK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/GYHA9YWK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Uluyol", "parsedDate": "2013", "numChildren": 0 }, "data": { "key": "GYHA9YWK", "version": 24, "itemType": "journalArticle", "title": "ICT integration in Turkish schools: Recall where you are coming from to recognise where you are going to", "creators": [ { "creatorType": "author", "firstName": "Çelebi", "lastName": "Uluyol" } ], "abstractNote": "Introducing information and communication technology (ICT) and e-learning into schools is not simply a question of supplying the hardware or Internet connection. Technology only adds value if the learners and teachers achieve educationally beneficial outcomes. Uluyol addresses a new ICT/e-learning project in Turkey.", "publicationTitle": "British Journal of Educational Technology", "publisher": "", "place": "", "date": "2013", "volume": "44", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "E10–E13", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/j.1467-8535.2012.01314.x", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0007-1013", "archive": "", "archiveLocation": "", "shortTitle": "ICT integration in Turkish schools", "language": "eng", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Turkey ; Educational Technology ; Online Instruction ; Technology Adoption ; Integration", "type": 1 } ], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T18:00:27Z", "dateModified": "2019-09-15T18:00:27Z" } }, { "key": "6H6HMWWN", "version": 23, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/6H6HMWWN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/6H6HMWWN", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "De Grove et al.", "parsedDate": "2012", "numChildren": 0 }, "data": { "key": "6H6HMWWN", "version": 23, "itemType": "journalArticle", "title": "Digital games in the classroom? A contextual approach to teachers' adoption intention of digital games in formal education.(Report)", "creators": [ { "creatorType": "author", "firstName": "Frederik", "lastName": "De Grove" }, { "creatorType": "author", "firstName": "Jeroen", "lastName": "Bourgonjon" }, { "creatorType": "author", "firstName": "Jan", "lastName": "Van Looy" } ], "abstractNote": "To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.chb.2012.05.021 Byline: Frederik De Grove (a), Jeroen Bourgonjon (b), Jan Van Looy (a) Keywords: Digital games; Education; Adoption; Teachers; Technology acceptance; Digital game-based learning Abstract: a* Adoption barriers for games in school are explored on a school and teacher level. a* Factors on a school level do not influence the adoption decision of teachers. a* Curriculum, experience and learning opportunities play an important role. a* Using games in class should take content and experience-related issues into account. Author Affiliation: (a) Research Group for Media and ICT (IBBT-MICT), Ghent University, Korte Meer 7-9-11, B9000 Gent, Belgium (b) Department of Educational Studies, Ghent University, H. Dunantlaan 2, B9000 Gent, Belgium", "publicationTitle": "Computers in Human Behavior", "publisher": "", "place": "", "date": "2012", "volume": "28", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "2023-2033", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1016/j.chb.2012.05.021", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0747-5632", "archive": "", "archiveLocation": "", "shortTitle": "Digital games in the classroom?", "language": "English", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Teachers ; Educational Technology ; Education", "type": 1 } ], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T17:59:39Z", "dateModified": "2019-09-15T17:59:39Z" } }, { "key": "W37D7HUG", "version": 22, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/W37D7HUG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/W37D7HUG", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Yeung et al.", "parsedDate": "2012", "numChildren": 0 }, "data": { "key": "W37D7HUG", "version": 22, "itemType": "journalArticle", "title": "Mandatory use of technology in teaching: Who cares and so what?", "creators": [ { "creatorType": "author", "firstName": "Alexander Seeshing", "lastName": "Yeung" }, { "creatorType": "author", "firstName": "Peter G.", "lastName": "Taylor" }, { "creatorType": "author", "firstName": "Chenri", "lastName": "Hui" }, { "creatorType": "author", "firstName": "Audrey Cheausim", "lastName": "Lam-Chiang" }, { "creatorType": "author", "firstName": "Ee-Ling", "lastName": "Low" } ], "abstractNote": "Today's teachers are expected to use modern digital technology (DT) to optimise pedagogical effects. Singaporean policy makers have introduced directives to explicitly require teachers to apply DT in teaching. Inherent in such directives is an assumption that by requiring teachers to apply DT, they will perceive its value and use it in their teaching. This paper tests this assumption. Students in initial teacher education programs in Singapore responded to a survey on four variables about their use of DT: (1) compliance with requirements, (2) sense of competence, (3) perceived value and (4) frequency of DT application. Compliance was found to be negatively correlated with competence and uncorrelated with frequency, indicating that teachers who were more competent in DT were less likely to be compliant and those who were compliant may not actually apply DT in teaching. In contrast, both competence and value were positively correlated with frequency of application. Compliance differs for students in different programs and is higher for females. The results indicate that mandating use of DT may not be useful. A more productive approach may be to enhance the competence of teachers in DT so that they value its effectiveness and are confident to apply it in classroom activities. Practitioner Notes What is already known about this topic * There is a global trend that education authorities require teachers to apply educational technology in classroom practices. * Requiring people to comply with directives from the authority may not always lead to conformity. * Self-perception of competence has significant positive influence on human behaviour. What this paper adds * Teachers who are more competent with DT are less likely to be compliant. * Teachers who are compliant may not actually apply DT in teaching. * It is essential for teachers to see the value of DT and build up their competence to use technology effectively. Implications for practice and/or policy * Teacher educators need to reconsider their training approaches in order to cultivate positive attitudes towards DT and develop preservice teachers' competence in using DT for teaching and learning. * School administration should strive to create a culture that values DT in teaching and learning. * Teachers need to have successful experiences in DT application that in turn change their perceptions and classroom practices. [PUBLICATION ]", "publicationTitle": "British Journal of Educational Technology", "publisher": "", "place": "", "date": "2012", "volume": "43", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "859–870", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/j.1467-8535.2011.01253.x", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0007-1013", "archive": "", "archiveLocation": "", "shortTitle": "Mandatory use of technology in teaching", "language": "eng", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Educational Technology ; Technology Adoption ; Pedagogy ; Education Policy ; Teaching", "type": 1 } ], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T17:58:45Z", "dateModified": "2019-09-15T17:58:45Z" } }, { "key": "MDB9QSWQ", "version": 21, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/MDB9QSWQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/MDB9QSWQ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Borden and Tanner", "parsedDate": "1983", "numChildren": 0 }, "data": { "key": "MDB9QSWQ", "version": 21, "itemType": "journalArticle", "title": "The cross-cultural transfer of educational technology: A myth", "creators": [ { "creatorType": "author", "firstName": "George A.", "lastName": "Borden" }, { "creatorType": "author", "firstName": "Jean M.", "lastName": "Tanner" } ], "abstractNote": "This paper argues that technologies can never be transferred from one culture to another. The implementation by Costa Rica of the Open University system of technologies developed in England is used as a case in point. The paper focuses on the non-applicability of using the term “transfer” with its attendant connotations, to signify the implementation of similar technologies in different cultures; differentiates between system specific and culture specific problems in the process of this implementation: and discusses the interaction of three cultures in the process of “transferring” a system of technologies from one of these cultures to another. The Open University system of technologies is described as it exists in England and the system specific problems of these technologies are delimited. The system of technologies is then “transferred” to Costa Rica and the culture specific problems discussed as seen by two evaluators from yet a third culture (the United States). The expectations of individuals from all three cultures (English, Costa Rican and U.S.) are raised in tight of these culture specific problems. L'article ci-dessoux conclut que les méthodes ne peuvent en aucun cas être transferées de culture á culture. L'adoption par le Costa Rica du systéme de méthodes développées en Angleterre pour l'Université sans Barrières est utilisé comme exemple. L'article souligne que le terme “transfer” avec ses connotations usuelles ne peut pas être use pour signifier l'adoption de méthodes semblables dans des cultures différentes. En oûtre, l'article établit la diffecelles dues aux cultures lors des tentatives d'adoption, et décrit l'interaction de trois cultures au cours des tentatives de “transfer” d'un systéme de méthodes d'une culture à une autre. Le système de méthodes de l'Université sans Barriéres tel qu'il est apliqué en Angleterre est décrit et les difficultes propres à ce système sont précisées. Le système est “transferé” au Costa Rica et les difficultés dues a la culture nationale sont discutés telles qu'elles apparaissent à deux chercheurs provenant d'une troisième culture, celle des Etats Unis. Les suppositions quant'aux resultats de la tentative d'adoption entretenues par des represéntants de trois cultures nationales, Anglais, Costaricains et Américains, sont examines dans le contexte de difficultés propres aux cultures nationales. Los autores de este estudio proponen que no se puede “transferir” la tecnología de una cultura a otra. El ejempio que se usan es la ejecución por Costa Rica del sistema de tecnología en la Universidad Abierta de Inglaterra. Los autores mantienen que el uso de la palabra “transferencia,” con las connotaciones concomitantes, es inapropriado y incorrecto para significar la ejecución de una tecnología en otras culturas. El estudio distinque entre los problemas relacianado al sistema y los relacianado a la cultura en el proceso de esta ejecución, y investiga la interacción de tres culturas cuando se “transfiere” un sistema tecnolōgico de una cultura a otra. Los autores describen el sistema de tecnología en la Universidad Abierta de Inglaterra y delimitan los problemas relacianado al sistema de esta tecnología. Entonces, se “transfiere” el sistema de tecnología a Costa Rica. Los autores discuten los problemas relacionado a la cultura por el punto de vista de la tercera cultura (Lost Estados Unidos). Para investigar lost problemas relacionado a la cultura, el estudio trata de la expectaciones de las personas de las tres culturas (Inglaterra, Costa Rica y Los Estados Unidos).", "publicationTitle": "International Journal of Intercultural Relations", "publisher": "", "place": "", "date": "1983", "volume": "7", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "19–32", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1016/0147-1767(83)90003-2", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0147-1767", "archive": "", "archiveLocation": "", "shortTitle": "The cross-cultural transfer of educational technology", "language": "eng", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T17:57:46Z", "dateModified": "2019-09-15T17:57:46Z" } }, { "key": "LMS9BWGL", "version": 20, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/LMS9BWGL", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/LMS9BWGL", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Arpaci", "parsedDate": "2015", "numChildren": 0 }, "data": { "key": "LMS9BWGL", "version": 20, "itemType": "journalArticle", "title": "A comparative study of the effects of cultural differences on the adoption of mobile learning.(Report)", "creators": [ { "creatorType": "author", "firstName": "Ibrahim", "lastName": "Arpaci" } ], "abstractNote": "To purchase or authenticate to the full-text of this article, please visit this link: http://onlinelibrary.wiley.com/doi/10.1111/bjet.12160/abstract Byline: Ibrahim Arpaci Abstract The objective of this paper is to understand the impact of cultural differences on mobile learning adoption through identifying key adoption characteristics in Canada and Turkey, which have markedly different cultural backgrounds. A multi-group analysis was employed to test the hypothesised relationships based on the data collected by means of survey questionnaires from 190 and 163 undergraduate students in Turkey and Canada respectively. The results indicated that there is a strong relationship between culture and adoption behaviour, and there are major differences in patterns between the adoption behaviours of the two countries. Implications of these findings are discussed. Biographical information: Ibrahim Arpaci is an assistant professor in the Department of Computer Education and Instructional Technology at Gaziosmanpasa University. His current research interests are mobile learning, e-learning systems and e-government systems.", "publicationTitle": "", "publisher": "", "place": "", "date": "2015", "volume": "46", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "699", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0007-1013", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "eng", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Educational Technology – Comparative Analysis", "type": 1 } ], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T17:56:32Z", "dateModified": "2019-09-15T17:56:32Z" } }, { "key": "BQJE4YZH", "version": 19, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/BQJE4YZH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/BQJE4YZH", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Aldunate and Nussbaum", "parsedDate": "2013", "numChildren": 0 }, "data": { "key": "BQJE4YZH", "version": 19, "itemType": "journalArticle", "title": "Teacher adoption of technology.(Report)", "creators": [ { "creatorType": "author", "firstName": "Roberto", "lastName": "Aldunate" }, { "creatorType": "author", "firstName": "Miguel", "lastName": "Nussbaum" } ], "abstractNote": "To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.chb.2012.10.017 Byline: Roberto Aldunate (a), Miguel Nussbaum (b) Keywords: Teacher technology adoption; Technology abandonment; Technology use in education Abstract: a* Technology adoption process is qualitatively different for different technologies. a* More complex technology has a greater chance of abandonment than simpler technology. a* Early adopters adopt technology almost independently of its complexity. a* Absence of innovators and early adopters negatively impacts technology adoption. Author Affiliation: (a) Computer Science Department, School of Engineering, Universidad Catolica de Temuco, Rudecindo Ortega, 02950 Temuco, Chile (b) Computer Science Department, School of Engineering, Pontificia Universidad Catolica de Chile, Chile", "publicationTitle": "Computers in Human Behavior", "publisher": "", "place": "", "date": "2013", "volume": "29", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "519-524", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1016/j.chb.2012.10.017", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0747-5632", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Teachers ; Educational Technology", "type": 1 } ], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T17:56:14Z", "dateModified": "2019-09-15T17:56:14Z" } }, { "key": "FF3FZKH7", "version": 18, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/FF3FZKH7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/FF3FZKH7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Miller", "parsedDate": "2017", "numChildren": 0 }, "data": { "key": "FF3FZKH7", "version": 18, "itemType": "journalArticle", "title": "Is the Educational Technology Revolution Losing Steam? What Academic Leaders Can Do to Keep Us Moving Forward", "creators": [ { "creatorType": "author", "firstName": "Michelle D.", "lastName": "Miller" } ], "abstractNote": "Educational technology has fueled a revolution in higher education. Technology-based models such as blended learning, fully online courses, online degree programs, and MOOCs (massive open online courses) are redefining what teaching looks like. They also greatly expand who gets to learn and where and when that learning can take place. The ed tech revolution also now affects how we think about traditional teaching and learning settings--semester-long classes taught face to-face by faculty--as more of these courses incorporate everything from mobile apps for quizzing to digital textbook substitutes. Technology's capacity to transform higher learning is immense, but this potential isn't yet fully realized. Many barriers still stand in the way of making the most of what technology can do, creating missed opportunities and causing even the most forward-thinking faculty members to give up on new methodologies before they should. This article provides a list of discipline-independent qualities that exemplify learning-science-based design that can help guide decision makers know what to look for when selecting educational technology. A list of Resources and Suggested Readings is provided.", "publicationTitle": "Change: The Magazine of Higher Learning", "publisher": "", "place": "", "date": "2017", "volume": "49", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "18-25", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/00091383.2017.1286212", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0009-1383", "archive": "", "archiveLocation": "", "shortTitle": "Is the Educational Technology Revolution Losing Steam?", "language": "eng", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Educational Technology ; Blended Learning ; Online Courses ; Educational Change ; Higher Education ; Adoption (Ideas) ; Instructional Design ; Media Selection ; Education", "type": 1 } ], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T17:51:49Z", "dateModified": "2019-09-15T17:51:49Z" } }, { "key": "TQ2KYD5V", "version": 17, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/TQ2KYD5V", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/TQ2KYD5V", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Agudo-Peregrina et al.", "parsedDate": "2014", "numChildren": 0 }, "data": { "key": "TQ2KYD5V", "version": 17, "itemType": "journalArticle", "title": "Behavioral intention, use behavior and the acceptance of electronic learning systems: Differences between higher education and lifelong learning", "creators": [ { "creatorType": "author", "firstName": "Ángel F.", "lastName": "Agudo-Peregrina" }, { "creatorType": "author", "firstName": "Ángel", "lastName": "Hernández-García" }, { "creatorType": "author", "firstName": "Félix J.", "lastName": "Pascual-Miguel" } ], "abstractNote": "•A TAM3-based e-learning acceptance model is validated in two educational settings.•Links between behavioral intention and actual system usage are also analyzed.•No strong relation was found between BI and self-reported frequency of use.•Results suggest a trade-off effect between habit and behavioral intention.•Two components of perceived usefulness are identified: performance and flexibility. Widespread implementation of e-learning systems – learning management systems, virtual learning environments – across higher education institutions has aroused great interest on the study of e-learning acceptance. Acceptance studies focus on the predictors of system adoption and use, with behavioral intention to use the system as a proxy for actual use. This study proposes a TAM3-based model – with the inclusion of two additional variables: personal innovativeness in the domain of information technology and perceived interaction – to study the factors influencing the acceptance of e-learning systems. Attention is also brought towards the role of behavioral intention, especially in its relation with use behavior. In order to do so, two different settings were considered: higher education and lifelong learning; data was gathered from a survey administrated to Spanish graduate and lifelong learning students, and partial least squares analysis was used to test the research model. Results supported TAM relations, except for the intention-behavior linkage, and unveiled a dual nature of perceived usefulness – with one component related to efficiency and performance, and another component related to flexibility. The adequacy of applying TAM3-based models in educational contexts and suitability of actual system usage measures are also discussed.", "publicationTitle": "Computers in Human Behavior", "publisher": "", "place": "", "date": "2014", "volume": "34", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "301–314", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1016/j.chb.2013.10.035", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0747-5632", "archive": "", "archiveLocation": "", "shortTitle": "Behavioral intention, use behavior and the acceptance of electronic learning systems", "language": "eng", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Educational Technology Acceptance ; Behavioral Intention ; Use Behavior ; Self-Reported Use ; Tam3", "type": 1 } ], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T17:49:59Z", "dateModified": "2019-09-15T17:49:59Z" } }, { "key": "PRGRAED7", "version": 16, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/PRGRAED7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/PRGRAED7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Nistor et al.", "parsedDate": "2014", "numChildren": 0 }, "data": { "key": "PRGRAED7", "version": 16, "itemType": "journalArticle", "title": "Participation in virtual academic communities of practice under the influence of technology acceptance and community factors. A learning analytics application", "creators": [ { "creatorType": "author", "firstName": "Nicolae", "lastName": "Nistor" }, { "creatorType": "author", "firstName": "Beate", "lastName": "Baltes" }, { "creatorType": "author", "firstName": "Mihai", "lastName": "Dascălu" }, { "creatorType": "author", "firstName": "Dan", "lastName": "Mihăilă" }, { "creatorType": "author", "firstName": "George", "lastName": "Smeaton" }, { "creatorType": "author", "firstName": "Ştefan", "lastName": "Trăuşan-Matu" } ], "abstractNote": "•The study examines participation in virtual communities of practice (vCoP).•Learning analytics are employed in the form of automated content analysis.•Participants’ intention to use technology has no influence on actual usage.•Participation is strongly influenced by participants’ domain knowledge.•Individual domain knowledge is reflected in the collaborative dialogue quality. Participation in virtual communities of practice (vCoP) can be influenced at the same time by technology acceptance and by community factors. To overcome methodological issues connected with the analysis of these influences, learning analytics were applied. Based on a recent vCoP model, the collaborative dialogue comprising 4040 interventions in 1981 messages created by a vCoP located at a US American online university was automatically analyzed. The text-based asynchronous online discussions were scored using a cohesion-based participation and collaboration analysis. Additionally, a sample of N=133 vCoP participants responded a technology acceptance survey. Thus, a combined research model including the vCoP model and an established technology acceptance model was verified. The results confirmed the vCoP model entirely, and the acceptance model only partially. As consequence for educational research, the CoP model was confirmed and extended to vCoP settings, while the acceptance model appears to need reconsideration. For academic practice, the study initiates the development of assessment tools fostering knowledge sharing through dialogue in vCoP. Also, it suggests how virtual classrooms can be extended to open spaces where value creation takes place through social learning. Learning analytics proved thus successful, provides information that impacts both theory and practice of technology-enhanced learning.", "publicationTitle": "Computers in Human Behavior", "publisher": "", "place": "", "date": "2014", "volume": "34", "issue": "C", "section": "", "partNumber": "", "partTitle": "", "pages": "339–344", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1016/j.chb.2013.10.051", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0747-5632", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "eng", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Communities of Practice ; Technology Acceptance ; Learning Analytics ; Discourse Analysis ; Natural Language Processing ; Social Network Analysis", "type": 1 } ], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T17:49:36Z", "dateModified": "2019-09-15T17:49:36Z" } }, { "key": "KV82TPL2", "version": 15, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/KV82TPL2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/KV82TPL2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Avidov - Ungar", "parsedDate": "2010", "numChildren": 0 }, "data": { "key": "KV82TPL2", "version": 15, "itemType": "journalArticle", "title": "\"Islands of Innovation\" or \"comprehensive innovation.\" Assimilating educational technology in teaching, learning, and management: a case study of school networks in Israel.(Case study)", "creators": [ { "creatorType": "author", "firstName": "Orit", "lastName": "Avidov - Ungar" } ], "abstractNote": "Introducing educational technology platforms for teaching, learning, and school management is one kind of technological innovation. There are two patterns of adopting innovation: \"comprehensive innovation\"--encompassing most of the organization--and \"islands of innovation\"--limited to certain groups within it. The aim of this research is to examine the features of organizational culture in a school network regarding the implementation of educational technology and whether this pattern of change reflects \"islands of innovation\" or \"comprehensive innovation.\" Seven schools were studied through qualitative research: semi-structured in-depth interviews with key figures and content analysis of the network's vision. The findings reveal a gap between the values of the management and those of the teachers and forces encouraging the adoption of new teaching methods reinforcing the belief that educational technologies can help improve existing teaching and develop alternative pedagogies. However, these forces only manage to create islands of innovation that do not expand into comprehensive innovation. The gap in values creates ineffectiveness that prevents expansion. The \"islands\" turn out to be disrupters of innovation that do not allow the first degree change to turn into a second degree change or for this latter to turn into comprehensive innovation throughout the organization. Keywords: implementation of innovation, change in school, educational technologies, organizational culture, islands of innovation, comprehensive innovation", "publicationTitle": "Interdisciplinary Journal of E-Learning and Learning Objects", "publisher": "", "place": "", "date": "2010", "volume": "6", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "259", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1552-2210", "archive": "", "archiveLocation": "", "shortTitle": "\"Islands of Innovation\" or \"comprehensive innovation.\" Assimilating educational technology in teaching, learning, and management", "language": "English", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Curricula", "type": 1 }, { "tag": "Educational Technology", "type": 1 }, { "tag": "Israel ; Elementary Schools", "type": 1 }, { "tag": "Research ; Elementary Schools", "type": 1 }, { "tag": "Technology Application ; Elementary Schools", "type": 1 } ], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T17:48:36Z", "dateModified": "2019-09-15T17:48:36Z" } }, { "key": "6E4J7FVW", "version": 14, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/6E4J7FVW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/6E4J7FVW", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Nistor et al.", "parsedDate": "2012", "numChildren": 0 }, "data": { "key": "6E4J7FVW", "version": 14, "itemType": "journalArticle", "title": "Knowledge sharing and educational technology acceptance in online academic communities of practice", "creators": [ { "creatorType": "author", "firstName": "Nicolae", "lastName": "Nistor" }, { "creatorType": "author", "firstName": "Beate", "lastName": "Baltes" }, { "creatorType": "author", "firstName": "Monika", "lastName": "Schustek" }, { "creatorType": "contributor", "firstName": "Nicolae", "lastName": "Nistor" } ], "abstractNote": "Purpose – Online programs rely on the use of educational technology for knowledge sharing in academic virtual communities of practice (vCoPs). This poses the question as to which factors influence technology acceptance. Previous research has investigated the inter-relationship between educational technology acceptance (ETA) and the vCoP context insufficiently. Therefore, the paper at hand aims to propose a conceptual model of ETA in the vCoP frame. Design/methodology/approach – To validate the proposed model, a correlation study was conducted in an academic vCoP at a German university. A sample of n=72 faculty members was surveyed regarding attitudes and perceptions towards knowledge sharing in vCoPs. Findings – A regression analysis confirms the expected correlation between technology use intention and corresponding behavior. Further, participation in a vCoP influences technology use intention, and, in turn, is influenced by participants' experience with technology. Research limitations/implications – Against expectations, participants' attitudes towards technology are weakly correlated with most model variables, thus warranting further research. Practical implications – Virtual mentoring in online universities can be supported relying on central vCoP participants, who may be helpful initiators of knowledge sharing. Originality/value – The proposed conceptual model enlarges the scientific understanding of technology-enhanced learning in vCoPs.", "publicationTitle": "Campus-Wide Information Systems", "publisher": "", "place": "", "date": "2012", "volume": "29", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "108–116", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1108/10650741211212377", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1065-0741", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "eng", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T17:48:18Z", "dateModified": "2019-09-15T17:48:18Z" } }, { "key": "RUX6GJR4", "version": 13, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/RUX6GJR4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/RUX6GJR4", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Wong", "parsedDate": "2016", "numChildren": 0 }, "data": { "key": "RUX6GJR4", "version": 13, "itemType": "journalArticle", "title": "The Behavioral Intentions of Hong Kong Primary Teachers in Adopting Educational Technology", "creators": [ { "creatorType": "author", "firstName": "Gary K. W.", "lastName": "Wong" } ], "abstractNote": "The use of educational technology by Hong Kong primary school teachers has been realized by the government's long-term support to the technology infrastructure, professional training, technical support, and development of teaching resources in local primary schools. However, the high adoption rate may not reflect the willingness of teachers to accept technology for educational purposes. Presently, there is no existing research investigating in-service primary teachers' technology acceptance in Hong Kong. The aim of this study is to investigate teachers' acceptance of technology and the influencing factors behind their acceptance. This study takes a quantitative approach to investigate 185 primary teachers in Hong Kong using Structural Equation Modeling on a customized Technology Acceptance Model. The results suggest that contrary to common belief, perceived ease of use and perceived usefulness of the technology have little influence on behavioral intention of use in our research context. Rather, a pragmatic consideration of facilitating conditions is found to be a strong dominating factor. A context-specific interpretation of the results is provided. Implications on school policy are also discussed to provide insights for the development of educational technology.", "publicationTitle": "Educational Technology Research and Development", "publisher": "", "place": "", "date": "2016", "volume": "64", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "313-338", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1007/s11423-016-9426-9", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1042-1629", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "eng", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T17:47:52Z", "dateModified": "2019-09-15T17:47:52Z" } }, { "key": "MA9S8S49", "version": 12, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/MA9S8S49", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/MA9S8S49", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Nistor et al.", "parsedDate": "2013", "numChildren": 0 }, "data": { "key": "MA9S8S49", "version": 12, "itemType": "journalArticle", "title": "Educational technology acceptance across national and professional cultures: a European study", "creators": [ { "creatorType": "author", "firstName": "Nicolae", "lastName": "Nistor" }, { "creatorType": "author", "firstName": "Aytaç", "lastName": "Göüs" }, { "creatorType": "author", "firstName": "Thomas", "lastName": "Lerche" } ], "abstractNote": "The continuous development of new platforms and environments for technology-enhanced learning emphasizes the increasing importance of research in educational technology acceptance (ETA). Responding to this need, the unified theory of acceptance and use of technology (UTAUT) proposes a major ETA model. However, the UTAUT has been so far validated only in restrained contexts. The ongoing internationalization of education calls for extending ETA research and the UTAUT across national and professional boundaries. Therefore, this study aims at cross-cultural validation of the UTAUT by examining a large sample (N = 4,589) of educational technology users from three European countries, Germany, Romania and Turkey. As a first conclusion, the UTAUT questionnaire displays adequate validity, reliability, and measurement equivalence across cultures, which further enables UTAUT-based comparisons of the cultural groups. Secondly, the effect of technology use intention on the actual use behavior proves to be extremely weak. Several possible explanations are proposed along with suggestions for future research. Thirdly, for the first time in ETA research the cultural sample diversity allows the verification of correlations between acceptance and culture. Thus, this study makes headway in the integration of culture (sensu Hofstede) in the UTAUT by suggesting effects of power distance, individualism, masculinity, uncertainty avoidance and long-term orientation on performance and effort expectancy, perceived social influence, computer anxiety, technology use intention and actual use behavior. Fourthly, for educational practice the presented results suggest several ways of anticipating and supporting ETA in multicultural user groups.[PUBLICATION ]", "publicationTitle": "Educational Technology, Research and Development", "publisher": "", "place": "", "date": "2013", "volume": "61", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "733–749", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1007/s11423-013-9292-7", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1042-1629", "archive": "", "archiveLocation": "", "shortTitle": "Educational technology acceptance across national and professional cultures", "language": "eng", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Educational Technology ; Cross Cultural Studies ; User Behavior ; Technology Adoption", "type": 1 } ], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T17:47:28Z", "dateModified": "2019-09-15T17:47:28Z" } }, { "key": "W5KXEKEV", "version": 11, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/W5KXEKEV", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/W5KXEKEV", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Voet and De Wever", "parsedDate": "2017", "numChildren": 0 }, "data": { "key": "W5KXEKEV", "version": 11, "itemType": "journalArticle", "title": "Towards a Differentiated and Domain-Specific View of Educational Technology: An Exploratory Study of History Teachers' Technology Use", "creators": [ { "creatorType": "author", "firstName": "Michiel", "lastName": "Voet" }, { "creatorType": "author", "firstName": "Bram", "lastName": "De Wever" } ], "abstractNote": "Adopting a differentiated and domain-specific view of educational technology, the present study focuses on the case of school history. It argues that, in this particular context, one of technology's main assets is its ability to support inquiry-based learning activities, during which students interpret the past through historical reasoning. As little is known about how history teachers use technology in the classroom, an exploratory study was carried out with 22 teachers in fourth grade of secondary education in Flanders (Belgium). Semi-structured interviews were used to investigate beliefs about technology, ways in which technology was implemented, and factors influencing the adoption process. The results suggest that most teachers held positive beliefs about technology, and that use of technology was driven by several rationales. Although a significant group of teachers was thoughtful of how their own use of technology could support students' learning, student use remained limited to instances where technology served as a resource for the task, rather than a tool for supporting cognitive or social activity. It appears that teachers were not yet aware of technology's ability to scaffold inquiry activities. Furthermore, limitations in school infrastructure often prevented them from experimenting with more pervasive student uses of technology.", "publicationTitle": "British Journal of Educational Technology", "publisher": "", "place": "", "date": "2017", "volume": "48", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "1402-1413", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/bjet.12493", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0007-1013", "archive": "", "archiveLocation": "", "shortTitle": "Towards a Differentiated and Domain-Specific View of Educational Technology", "language": "eng", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T17:46:56Z", "dateModified": "2019-09-15T17:46:56Z" } }, { "key": "53DFVFW9", "version": 10, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/53DFVFW9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/53DFVFW9", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Jameson", "parsedDate": "2013", "numChildren": 0 }, "data": { "key": "53DFVFW9", "version": 10, "itemType": "journalArticle", "title": "e-Leadership in higher education: The fifth \"age\" of educational technology research", "creators": [ { "creatorType": "author", "firstName": "Jill", "lastName": "Jameson" } ], "abstractNote": "A discussion of the relative lack of research into e-leadership in educational technology in education is followed by an outline of selected prior literature in the field. The paper proposes that, as part of a natural evolution of educational technology research, considerably more attention needs to be focused on research and development in e-leadership. Building on selected prior literature, an updated framework of principles for effective \"e-leadership\" of educational technology is proposed, with specific reference to higher education, building on selected insights derived from e-leadership literature and on the author's experience of 30 years of professional practice, scholarship and research into educational technologies and leadership in education. The paper proposes the development of a new fifth \"age\" of educational technology research in which it is argued that more critical, selective, strategic e-leadership approaches to the adoption and use of educational technology need to be progressed through research, development and training as the field matures. [PUBLICATION ]", "publicationTitle": "British Journal of Educational Technology", "publisher": "", "place": "", "date": "2013", "volume": "44", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "889–915", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/bjet.12103", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0007-1013", "archive": "", "archiveLocation": "", "shortTitle": "e-Leadership in higher education", "language": "eng", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Educational Technology ; Higher Education ; Educational Leadership", "type": 1 } ], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T17:46:07Z", "dateModified": "2019-09-15T17:46:07Z" } }, { "key": "2E9GQ88K", "version": 9, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/2E9GQ88K", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/2E9GQ88K", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Chaaban and Moloney", "parsedDate": "2016", "numChildren": 0 }, "data": { "key": "2E9GQ88K", "version": 9, "itemType": "journalArticle", "title": "An Exploratory Study of the Factors Associated with Literacy Teachers' Integration of Technology: A Study of Lebanese Schools", "creators": [ { "creatorType": "author", "firstName": "Youmen", "lastName": "Chaaban" }, { "creatorType": "author", "firstName": "Robyn", "lastName": "Moloney" } ], "abstractNote": "The purpose of this study is to explore Lebanese teachers' perceptions of the factors determining their integration of technology into literacy classrooms. A quantitative survey examining literacy teachers' individual characteristics and their perceptions of contextual factors was conducted at Lebanese schools. The survey collected data on the levels of reported technology integration, technology availability and support, provision of formal training, and teachers' perceptions of their pedagogical, self-efficacy, and value beliefs. Qualitative data collected using interviews provided in-depth data and added a personal perspective to the quantitative results. The analysis of the data included descriptive statistics and thematic analysis, which together led to identifying several factors determining technology integration in the Lebanese literacy classroom. Results indicated relatively low levels of integration and consistent perceptions about the barriers hindering such integration. Recommendations are suggested to advance school leaders' and teacher trainers' understanding of the factors that need to be considered to better support teachers in creating technology-enhanced classrooms.", "publicationTitle": "Journal of Digital Learning in Teacher Education", "publisher": "", "place": "", "date": "2016", "volume": "32", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "128-139", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/21532974.2016.1205461", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "2153-2974", "archive": "", "archiveLocation": "", "shortTitle": "An Exploratory Study of the Factors Associated with Literacy Teachers' Integration of Technology", "language": "eng", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T17:44:53Z", "dateModified": "2019-09-15T17:44:53Z" } }, { "key": "UFWI6BD7", "version": 8, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/UFWI6BD7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/UFWI6BD7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Tarhini et al.", "parsedDate": "2017", "numChildren": 0 }, "data": { "key": "UFWI6BD7", "version": 8, "itemType": "journalArticle", "title": "Factors Influencing Students' Adoption of E-Learning: A Structural Equation Modeling Approach", "creators": [ { "creatorType": "author", "firstName": "Ali", "lastName": "Tarhini" }, { "creatorType": "author", "firstName": "Ra'Ed", "lastName": "Masa'Deh" }, { "creatorType": "author", "firstName": "Kamla Ali", "lastName": "Al-Busaidi" }, { "creatorType": "author", "firstName": "Ashraf Bany", "lastName": "Mohammed" }, { "creatorType": "author", "firstName": "Mahmoud", "lastName": "Maqableh" } ], "abstractNote": "Purpose: This research aims to examine the factors that may hinder or enable the adoption of e-learning systems by university students. Design/methodology/approach: A conceptual framework was developed through extending the unified theory of acceptance and use of technology (performance expectancy, effort expectancy, hedonic motivation, habit, social influence, price value and facilitating conditions) by incorporating two additional factors, namely, trust and self-efficacy. Data were collected from students at two universities in England using a cross-sectional questionnaire survey between January and March 2015. Findings: The results showed that behavioral intention (BI) was significantly influenced by performance expectancy, social influence, habit, hedonic motivation, self-efficacy, effort expectancy and trust, in their order of influencing the strength and explained 70.6 per cent of the variance in behavioral intention. Contrary to expectations, facilitating conditions and price value did not have an influence on behavioral intention. Originality/value: The aforementioned factors are considered critical in explaining technology adoption but, to the best of the authors' knowledge, there has been no study in which all these factors were modeled together. Therefore, this study will contribute to the literature related to social networking adoption by integrating all these variables and the first to be tested in the UK universities.", "publicationTitle": "Journal of International Education in Business", "publisher": "", "place": "", "date": "2017", "volume": "10", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "164-182", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1108/JIEB-09-2016-0032", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "2046-469X", "archive": "", "archiveLocation": "", "shortTitle": "Factors Influencing Students' Adoption of E-Learning", "language": "eng", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T17:44:02Z", "dateModified": "2019-09-15T17:44:02Z" } }, { "key": "5BGBD577", "version": 7, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/5BGBD577", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/5BGBD577", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Tarhini et al.", "parsedDate": "2015", "numChildren": 0 }, "data": { "key": "5BGBD577", "version": 7, "itemType": "journalArticle", "title": "Impact of individualism and collectivism over the individual’s technology acceptance behaviour", "creators": [ { "creatorType": "author", "firstName": "Ali", "lastName": "Tarhini" }, { "creatorType": "author", "firstName": "Tariq", "lastName": "Elyas" }, { "creatorType": "author", "firstName": "Farwa", "lastName": "Shah" } ], "abstractNote": "Purpose – The purpose of this paper is to develop an extended model of technology acceptance to include behavioural beliefs (perceived usefulness and perceived ease of use), subjective norms, management support (at institutional and governmental levels) to examine the academics’ internet acceptance behaviour within the Pakistan and Turkish context. In addition to this, impact of cultural dimension individualism-collectivism (IC) is also examined on the basis of moderator construct. Design/methodology/approach – Data were collected from 380 academics’ using a cross-sectional survey. Data were analysed using structural equation modelling (partial least squares) in conjunction with multiple group analysis. Findings – The results revealed that proposed model achieved acceptable fit with the data (i.e. R2=39 per cent in intention) and most of the hypothesised relationships were supported. The results also revealed that culture showed a moderating effect on hypothetical relationships. Specifically, the effects of management support were stronger for the respondents having high on collectivist society (i.e. Pakistan). Originality/value – The study is useful in non-western cultural contexts. Specifically, in contrast to previous studies, diversity of individuals’ acceptance behaviour is examined in Turkey and Pakistan. Additionally, this study had examined moderating impact of cultural dimension (i.e. IC) over academic’s behavioural intention to accept the internet technology.", "publicationTitle": "Journal of Enterprise Information Management", "publisher": "", "place": "", "date": "2015", "volume": "28", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "747–768", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1108/JEIM-12-2014-0124", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1741-0398", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "eng", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T17:43:25Z", "dateModified": "2019-09-15T17:43:25Z" } }, { "key": "494MJJUW", "version": 6, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/494MJJUW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/494MJJUW", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Tarhini et al.", "parsedDate": "2015", "numChildren": 0 }, "data": { "key": "494MJJUW", "version": 6, "itemType": "journalArticle", "title": "A cross-cultural examination of the impact of social, organisational and individual factors on educational technology acceptance between British and Lebanese university students.(Report)", "creators": [ { "creatorType": "author", "firstName": "Ali", "lastName": "Tarhini" }, { "creatorType": "author", "firstName": "Kate", "lastName": "Hone" }, { "creatorType": "author", "firstName": "Xiaohui", "lastName": "Liu" } ], "abstractNote": "To purchase or authenticate to the full-text of this article, please visit this link: http://onlinelibrary.wiley.com/doi/10.1111/bjet.12169/abstract Byline: Ali Tarhini, Kate Hone, Xiaohui Liu Abstract This paper examines the social, organisational and individual factors that may affect students' acceptance of e-learning systems in higher education in a cross-cultural context. A questionnaire was developed based on an extended technology acceptance model (TAM). A total sample of 1173 university students from two private universities in Lebanon and one university in England participated in this study. After performing the satisfactory reliability and validity checks, the hypothesised model was estimated using structural equation modeling. The findings of this study revealed that perceived usefulness (PU), perceived ease of use (PEOU), social norms (SNs), perceived quality of work life (QWL), computer self-efficacy (SE) and facilitating conditions (FC) are significant determinants of behavioural intentions (BIs) and usage of e-learning system for the Lebanese and British students. QWL, the newly added variable, was found the most important construct in explaining the causal process in the model for both samples. Differences were found between Lebanese and British students with regard to PEOU, SN, QWL, FC, SE and actual usage; however, no differences were detected in terms of PU and BI. Overall, the proposed model achieves acceptable fit and explains for 69% of the British sample and 57% of the Lebanese sample of its variance which is higher than that of the original TAM. Our findings suggest that individual, social and organisational factors are important to consider in explaining students' BI and usage of e-learning environments. Biographical information: Ali Tarhini is a researcher within the Human Computer Interaction (HCI) group, Department of Information System and Computing, Brunel University, London, UK. His research interests include Educational Psychology, ICT in Education, human-computer interaction, cross-cultural aspects of e-learning use in higher educational institutions, user adoption and acceptance of technology. Kate Hone is a Reader in Information Systems and Director of the Graduate School, Brunel University, London, UK. Her research interests include human-computer interaction, cross-cultural issues in IT, affective computing and universal access. Xiaohui Liu is a professor of Computing, Department of Information System and Computing, and Head of the Centre for Intelligent Data Analysis, Brunel University, London, UK. His research interests include the understanding of individual differences in human behavior using data mining and development of novel intelligent data analysis methods for a variety of applications.", "publicationTitle": "", "publisher": "", "place": "", "date": "2015", "volume": "46", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "739-755", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/bjet.12169", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0007-1013", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "eng", "libraryCatalog": "mnpals-scs.primo.exlibrisgroup.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Universities and Colleges – Analysis ; Educational Innovations – Analysis ; Social Norms – Analysis ; Human-Computer Interaction – Analysis ; Educational Technology – Analysis ; College Students – Analysis ; Technology and Society – Analysis", "type": 1 } ], "collections": [ "JPQXG3BR" ], "relations": {}, "dateAdded": "2019-09-15T17:42:48Z", "dateModified": "2019-09-15T17:42:48Z" } }, { "key": "HHQ35RAH", "version": 4, "library": { "type": "group", "id": 245594, "name": "educational technology instruction mobile and distance education", "links": { "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/245594/items/HHQ35RAH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/educational_technology_instruction_mobile_and_distance_education/items/HHQ35RAH", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1321257, "username": "Plamen", "name": "Plamen Miltenoff", "links": { "alternate": { "href": "https://www.zotero.org/plamen", "type": "text/html" } } }, "creatorSummary": "Flanagan", "numChildren": 1 }, "data": { "key": "HHQ35RAH", "version": 4, "itemType": "webpage", "title": "Tracking Students’ Grades Minute-By-Minute: Help or Hindrance?", "creators": [ { "creatorType": "author", "firstName": "Linda", "lastName": "Flanagan" } ], "abstractNote": "Do student information systems -- online services that track students’ grade -- help kids learn? It all depends on whom you ask. 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