Interactive Whiteboard Acceptance: Applicability of the UTAUT Model to Student Teachers

Abstract A review of the literature shows that the model for the Unified Theory of Acceptance and Use of Technology (UTAUT) has received only limited validation in educational contexts. This limitation led to this study to determine the applicability of the UTAUT model with an educational perspectiv...
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Autor*in:	Wong, Kung-Teck [verfasserIn] Teo, Timothy Russo, Sharon

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2012

Schlagwörter:	Unified Theory of Acceptance and Use of Technology (UTAUT) Interactive whiteboard Educational technology

Anmerkung:	© De La Salle University 2012

Übergeordnetes Werk:	Enthalten in: Asia-Pacific Education Researcher - Singapore : Springer, 1999, 22(2012), 1 vom: 01. Sept., Seite 1-10
Übergeordnetes Werk:	volume:22 ; year:2012 ; number:1 ; day:01 ; month:09 ; pages:1-10

Links:	Volltext

DOI / URN:	10.1007/s40299-012-0001-9

Katalog-ID:	SPR036467081

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spelling	10.1007/s40299-012-0001-9 doi (DE-627)SPR036467081 (SPR)s40299-012-0001-9-e DE-627 ger DE-627 rakwb eng Wong, Kung-Teck verfasserin aut Interactive Whiteboard Acceptance: Applicability of the UTAUT Model to Student Teachers 2012 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © De La Salle University 2012 Abstract A review of the literature shows that the model for the Unified Theory of Acceptance and Use of Technology (UTAUT) has received only limited validation in educational contexts. This limitation led to this study to determine the applicability of the UTAUT model with an educational perspective and to statistically explain the factors affecting student teachers’ intentions to use interactive whiteboards. The research project comprised a cohort of 159 student teachers who undertook a questionnaire designed to measure their responses to performance expectancy, effort expectancy, social influence, facilitating condition and behavioural intention. Structural equation modelling was used as the main technique for data analysis. According to the result of the goodness-of-fit test, the findings led to the conclusion that the model was endorsed by the data. Overall, the model accounted for 59.6 % of the variance in intention of student teachers to use interactive whiteboards in their teaching. The findings also demonstrated the important distinction of performance expectancy, effort expectancy and user’s experiences in interactive whiteboard adoption amongst student teachers. The theoretical and practical implications of the model are discussed. Unified Theory of Acceptance and Use of Technology (UTAUT) (dpeaa)DE-He213 Interactive whiteboard (dpeaa)DE-He213 Educational technology (dpeaa)DE-He213 Teo, Timothy aut Russo, Sharon aut Enthalten in Asia-Pacific Education Researcher Singapore : Springer, 1999 22(2012), 1 vom: 01. Sept., Seite 1-10 (DE-627)617508577 (DE-600)2534317-8 2243-7908 nnns volume:22 year:2012 number:1 day:01 month:09 pages:1-10 https://dx.doi.org/10.1007/s40299-012-0001-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 22 2012 1 01 09 1-10
allfields_unstemmed	10.1007/s40299-012-0001-9 doi (DE-627)SPR036467081 (SPR)s40299-012-0001-9-e DE-627 ger DE-627 rakwb eng Wong, Kung-Teck verfasserin aut Interactive Whiteboard Acceptance: Applicability of the UTAUT Model to Student Teachers 2012 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © De La Salle University 2012 Abstract A review of the literature shows that the model for the Unified Theory of Acceptance and Use of Technology (UTAUT) has received only limited validation in educational contexts. This limitation led to this study to determine the applicability of the UTAUT model with an educational perspective and to statistically explain the factors affecting student teachers’ intentions to use interactive whiteboards. The research project comprised a cohort of 159 student teachers who undertook a questionnaire designed to measure their responses to performance expectancy, effort expectancy, social influence, facilitating condition and behavioural intention. Structural equation modelling was used as the main technique for data analysis. According to the result of the goodness-of-fit test, the findings led to the conclusion that the model was endorsed by the data. Overall, the model accounted for 59.6 % of the variance in intention of student teachers to use interactive whiteboards in their teaching. The findings also demonstrated the important distinction of performance expectancy, effort expectancy and user’s experiences in interactive whiteboard adoption amongst student teachers. The theoretical and practical implications of the model are discussed. Unified Theory of Acceptance and Use of Technology (UTAUT) (dpeaa)DE-He213 Interactive whiteboard (dpeaa)DE-He213 Educational technology (dpeaa)DE-He213 Teo, Timothy aut Russo, Sharon aut Enthalten in Asia-Pacific Education Researcher Singapore : Springer, 1999 22(2012), 1 vom: 01. Sept., Seite 1-10 (DE-627)617508577 (DE-600)2534317-8 2243-7908 nnns volume:22 year:2012 number:1 day:01 month:09 pages:1-10 https://dx.doi.org/10.1007/s40299-012-0001-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 22 2012 1 01 09 1-10
allfieldsGer	10.1007/s40299-012-0001-9 doi (DE-627)SPR036467081 (SPR)s40299-012-0001-9-e DE-627 ger DE-627 rakwb eng Wong, Kung-Teck verfasserin aut Interactive Whiteboard Acceptance: Applicability of the UTAUT Model to Student Teachers 2012 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © De La Salle University 2012 Abstract A review of the literature shows that the model for the Unified Theory of Acceptance and Use of Technology (UTAUT) has received only limited validation in educational contexts. This limitation led to this study to determine the applicability of the UTAUT model with an educational perspective and to statistically explain the factors affecting student teachers’ intentions to use interactive whiteboards. The research project comprised a cohort of 159 student teachers who undertook a questionnaire designed to measure their responses to performance expectancy, effort expectancy, social influence, facilitating condition and behavioural intention. Structural equation modelling was used as the main technique for data analysis. According to the result of the goodness-of-fit test, the findings led to the conclusion that the model was endorsed by the data. Overall, the model accounted for 59.6 % of the variance in intention of student teachers to use interactive whiteboards in their teaching. The findings also demonstrated the important distinction of performance expectancy, effort expectancy and user’s experiences in interactive whiteboard adoption amongst student teachers. The theoretical and practical implications of the model are discussed. Unified Theory of Acceptance and Use of Technology (UTAUT) (dpeaa)DE-He213 Interactive whiteboard (dpeaa)DE-He213 Educational technology (dpeaa)DE-He213 Teo, Timothy aut Russo, Sharon aut Enthalten in Asia-Pacific Education Researcher Singapore : Springer, 1999 22(2012), 1 vom: 01. Sept., Seite 1-10 (DE-627)617508577 (DE-600)2534317-8 2243-7908 nnns volume:22 year:2012 number:1 day:01 month:09 pages:1-10 https://dx.doi.org/10.1007/s40299-012-0001-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 22 2012 1 01 09 1-10
allfieldsSound	10.1007/s40299-012-0001-9 doi (DE-627)SPR036467081 (SPR)s40299-012-0001-9-e DE-627 ger DE-627 rakwb eng Wong, Kung-Teck verfasserin aut Interactive Whiteboard Acceptance: Applicability of the UTAUT Model to Student Teachers 2012 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © De La Salle University 2012 Abstract A review of the literature shows that the model for the Unified Theory of Acceptance and Use of Technology (UTAUT) has received only limited validation in educational contexts. This limitation led to this study to determine the applicability of the UTAUT model with an educational perspective and to statistically explain the factors affecting student teachers’ intentions to use interactive whiteboards. The research project comprised a cohort of 159 student teachers who undertook a questionnaire designed to measure their responses to performance expectancy, effort expectancy, social influence, facilitating condition and behavioural intention. Structural equation modelling was used as the main technique for data analysis. According to the result of the goodness-of-fit test, the findings led to the conclusion that the model was endorsed by the data. Overall, the model accounted for 59.6 % of the variance in intention of student teachers to use interactive whiteboards in their teaching. The findings also demonstrated the important distinction of performance expectancy, effort expectancy and user’s experiences in interactive whiteboard adoption amongst student teachers. The theoretical and practical implications of the model are discussed. Unified Theory of Acceptance and Use of Technology (UTAUT) (dpeaa)DE-He213 Interactive whiteboard (dpeaa)DE-He213 Educational technology (dpeaa)DE-He213 Teo, Timothy aut Russo, Sharon aut Enthalten in Asia-Pacific Education Researcher Singapore : Springer, 1999 22(2012), 1 vom: 01. Sept., Seite 1-10 (DE-627)617508577 (DE-600)2534317-8 2243-7908 nnns volume:22 year:2012 number:1 day:01 month:09 pages:1-10 https://dx.doi.org/10.1007/s40299-012-0001-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 22 2012 1 01 09 1-10
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author	Wong, Kung-Teck
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title	Interactive Whiteboard Acceptance: Applicability of the UTAUT Model to Student Teachers
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title_sort	interactive whiteboard acceptance: applicability of the utaut model to student teachers
title_auth	Interactive Whiteboard Acceptance: Applicability of the UTAUT Model to Student Teachers
abstract	Abstract A review of the literature shows that the model for the Unified Theory of Acceptance and Use of Technology (UTAUT) has received only limited validation in educational contexts. This limitation led to this study to determine the applicability of the UTAUT model with an educational perspective and to statistically explain the factors affecting student teachers’ intentions to use interactive whiteboards. The research project comprised a cohort of 159 student teachers who undertook a questionnaire designed to measure their responses to performance expectancy, effort expectancy, social influence, facilitating condition and behavioural intention. Structural equation modelling was used as the main technique for data analysis. According to the result of the goodness-of-fit test, the findings led to the conclusion that the model was endorsed by the data. Overall, the model accounted for 59.6 % of the variance in intention of student teachers to use interactive whiteboards in their teaching. The findings also demonstrated the important distinction of performance expectancy, effort expectancy and user’s experiences in interactive whiteboard adoption amongst student teachers. The theoretical and practical implications of the model are discussed. © De La Salle University 2012
abstractGer	Abstract A review of the literature shows that the model for the Unified Theory of Acceptance and Use of Technology (UTAUT) has received only limited validation in educational contexts. This limitation led to this study to determine the applicability of the UTAUT model with an educational perspective and to statistically explain the factors affecting student teachers’ intentions to use interactive whiteboards. The research project comprised a cohort of 159 student teachers who undertook a questionnaire designed to measure their responses to performance expectancy, effort expectancy, social influence, facilitating condition and behavioural intention. Structural equation modelling was used as the main technique for data analysis. According to the result of the goodness-of-fit test, the findings led to the conclusion that the model was endorsed by the data. Overall, the model accounted for 59.6 % of the variance in intention of student teachers to use interactive whiteboards in their teaching. The findings also demonstrated the important distinction of performance expectancy, effort expectancy and user’s experiences in interactive whiteboard adoption amongst student teachers. The theoretical and practical implications of the model are discussed. © De La Salle University 2012
abstract_unstemmed	Abstract A review of the literature shows that the model for the Unified Theory of Acceptance and Use of Technology (UTAUT) has received only limited validation in educational contexts. This limitation led to this study to determine the applicability of the UTAUT model with an educational perspective and to statistically explain the factors affecting student teachers’ intentions to use interactive whiteboards. The research project comprised a cohort of 159 student teachers who undertook a questionnaire designed to measure their responses to performance expectancy, effort expectancy, social influence, facilitating condition and behavioural intention. Structural equation modelling was used as the main technique for data analysis. According to the result of the goodness-of-fit test, the findings led to the conclusion that the model was endorsed by the data. Overall, the model accounted for 59.6 % of the variance in intention of student teachers to use interactive whiteboards in their teaching. The findings also demonstrated the important distinction of performance expectancy, effort expectancy and user’s experiences in interactive whiteboard adoption amongst student teachers. The theoretical and practical implications of the model are discussed. © De La Salle University 2012
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