Feb 172010

“Preservice teachers’ acceptance of ICT integration in the classroom: applying the UTAUT model ”
In this study, the researchers explore the factors that influence preservice teachers’ acceptance of information and communication technology (ICT) integration in the classroom. The Unified Theory of Acceptance and Use of Technology (UTAUT) was developed by Venkatesh et al. [MIS Quarterly, 27(3), 425-478] in 2003 and shown to outperform eight preceding models, explaining 70% of the variance in user intentions. The role of the UTAUT variables (performance expectancy, effort expectancy, social influence, and facilitating conditions) are examined and the resulting regression model accounts for 27% of the variance in user intentions with effort expectancy surfacing as the only significant predictor of behavior intention. Results and recommendations for future research in the application of UTAUT are discussed.

Aug 312009

There’s another interesting article related with UTAUT, i suppose, and I’m trying to have access.

“The purpose of this article is to describe a test of the validity of the unified theory of acceptance and use of technology (UTAUT) model by applying it to Kuwaiti ministries. Structural equation modelling methods were used to test the relationships in the UTAUT model. The findings of the study failed to support the use of the UTAUT model as proposed by Venkatesh et al. (2003). The findings also indicated that only effort expectations and facilitating conditions have an influence on information system usage. The article concludes by indicating some implications of these findings.”

author:Helaiel Almutairi

Aug 272009

I’m trying to have access to this article:
“An empirical investigation into factors relating to the use of course management software by post-secondary faculty”
This research studies faculty use of Course Management Software (CMS) in post-secondary institutions. CMS allows faculty members to demonstrate skills, share knowledge and communicate with students at various times and through various means. There are a variety of methods to make CMS available for students; however, at some point, involvement by the faculty is required. This research centres on faculty constructs such as performance and effort expectancy, social influence, facilitating conditions, privacy and security concerns and implementation time. The moderating variables were gender, anxiety, years of teaching, experience and faculty rank. After surveying the faculty, logistic regression was applied to investigate the relationship between the utilisation of a CMS system by the post-secondary faculty and the six independent variables. Different sets of factors from performance and effort expectancy, facilitating conditions and years of teaching were found to be significantly related to the utilisation of the CMS system by post-secondary faculty.

The authors: Alicen Flosi and Kakoli Bandyopadhyay


Update (28/08/2009): i would like to thanks to the Professor Kakoli Bandyopadhyay for the access to the article ūüėČ

Aug 192009

i would like to have access to this article! yes i do!

title:Learning new uses of technology while on an audit engagement: Contextualizing general models to advance pragmatic understanding

abstract:‚ÄúWhile most technology acceptance studies focus on initial adoption and use, an emerging stream of literature focuses on post-adoption behavior (Jasperson et al., 2005). This study adds to that stream by conceptualizing a model of the post-adoption process based upon the Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh et al., 2003) and refined based upon work in effort expectancy and social influence (Loraas and Diaz, 2009; Schepers and Wetzels, 2007). The general model is then stylized to the auditing context and an experiment is conducted to test the efficacy of the proposed model. Inline with expectations, effort expectancy influences how an intern auditor thinks about learning a new feature of a technology. Specifically, when the technology is deemed difficult to learn, attitude, anticipatory affect, time budget pressure and social influence are important. However, when technology is easy to learn only self-efficacy and negative anticipated affect are enacted.‚ÄĚ

the authors: Michelle C. Diaz and Tina Loraas

Update (01/09/2009): i would like to thanks to the Professor Michelle Diaz¬†for the access to the article ūüôā