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Effects of school reform factors on students’ acceptance of technology

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Abstract

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.

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Authors and Affiliations

  1. Department of Psychology, Universidad Nacional de Colombia, Cra. 30 # 45-03, Edificio 212, of. 218, Bogotá, Colombia

    Javier Corredor

  2. Department of Electric and Electronic Engineering, Universidad Nacional de Colombia, Carrera 30 No. 45-03, Edificio 453 Oficina 222, Bogotá, Colombia

    Fredy Andres Olarte

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  1. Javier Corredor
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  2. Fredy Andres Olarte
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Correspondence to Javier Corredor.

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Appendix

Appendix

See Tables 4 and 5.

Table 4 Items used in the UNESCO matrix of school reform in technology
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Table 5 Items used in the UTAUT questionnaire
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Corredor, J., Olarte, F.A. Effects of school reform factors on students’ acceptance of technology. J Educ Change 20, 447–468 (2019). https://doi.org/10.1007/s10833-019-09350-6

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