This study explores the relationship between factors related to the implementation of school reform in technology and variables related to students’ acceptance of technology, in particular, of tablets. In order to do this, 2659 students in 208 schools were surveyed using an instrument developed according to the unified theory of acceptance and use of technology. Additionally, the school reform process was assessed using the UNESCO matrix of school reform in technology. From this data, a multilevel mixed model was tested. Results showed that management and planning had positive effects on use intention and performance expectancy. Information and communication technologies (ICTs) in curricular design had negative effects on the same variables. Teachers’ professional development had no effects in any of the analyses. Infrastructure had negative effects on use intention and social influence, and positive effects on students’ self-efficacy. This study shows using robust quantitative methods and a large sample size that school reform in ICTs is a complex process that cannot be reduced to the provision of infrastructure.

中文翻译：

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学校改革因素对学生科技接受度的影响

本研究探讨了与学校实施技术改革相关的因素与与学生接受技术（尤其是平板电脑）相关的变量之间的关系。为此，使用根据技术接受和使用统一理论开发的工具对 208 所学校的 2659 名学生进行了调查。此外，还使用教科文组织学校技术改革矩阵对学校改革进程进行了评估。根据这些数据，测试了多级混合模型。结果表明，管理和规划对使用意愿和绩效预期有积极影响。课程设计中的信息和通信技术（ICT）对相同的变量有负面影响。教师的专业发展在任何分析中都没有影响。基础设施对使用意愿和社会影响有负面影响，对学生的自我效能感有积极影响。本研究表明，使用稳健的定量方法和大样本量，信息通信技术学校改革是一个复杂的过程，不能简化为提供基础设施。