An e-maturity analysis explains intention–behavior disjunctions in technology adoption in UK schools
Harrison, Colin; Tomás, Carmen; Crook, Charles
This paper addresses the problem of non-significant intention–behavior effects in educational technology adoption, based on a reanalysis of data from the Impact09 project, a UK-government funded evaluation of technology use in high schools in England that had been selected as representing outstanding Information and Communications Technologies (ICT) innovation. The reanalysis focuses on intentionality and teleology, and attempts to combine an ecological perspective with a critical analysis of the intention–behavior correlations among participants, particularly teachers and head teachers. The concept of self-regulation is also considered as a determinant of behavior. The study reports a qualitative analysis of extensive interview data from four schools, and makes use of Underwood’s concept of ‘linkage e-maturity’. Traditional models of technology acceptance often assumed a steady trajectory of innovation, but such studies failed to explain uneven patterns of adoption. In this reanalysis, an emphasis on learning practices and e-maturity, interpreted within local and system-wide ecological contexts, better explained uneven adoption patterns.
|Journal Article Type||Article|
|Publication Date||May 31, 2014|
|Journal||Computers in Human Behavior|
|Peer Reviewed||Peer Reviewed|
|APA6 Citation||Harrison, C., Tomás, C., & Crook, C. (2014). An e-maturity analysis explains intention–behavior disjunctions in technology adoption in UK schools. Computers in Human Behavior, 34, doi:10.1016/j.chb.2013.10.042|
|Keywords||Information and communications technologies; Evaluation; Technology adoption; Maturity modeling; Linkage e-maturity;
|Copyright Statement||Copyright information regarding this work can be found at the following address: http://creativecommons.org/licenses/by-nc-nd/4.0|
CHB title page (Crook 1).pdf
Copyright information regarding this work can be found at the following address: http://creativecommons.org/licenses/by-nc-nd/4.0
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