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Understanding technology adoption in schools: A social approach

, Michigan State University, United States

Michigan State University . Awarded


This study explores factors that influence technology adoption in schools. A model consisting of social factors including teachers' access to expertise through help and talk as well as psychological factors concerning technology use including perceived values for teachers, values of students, complexity of operating technology, compatibility between pedagogical practice and technology use, ease of implementing technology, and pressure to use technology is posited. The model is tested with survey data of 533 Chinese teachers from 9 elementary schools. In addition, data used in Zhao and Frank's (2003) study are analyzed for cross-cultural comparison.

The results suggest that technology adoption is both an individual and social issue. Individually, technology use is associated with teachers' perception of technology use. Socially, teachers' access to expertise through talk is correlated with their technology use. The results also suggest that social interaction might indirectly affect technology use through the mediation of perception. But the effect is complex and fairly small. Cultural differences seem to be able to explain some of the differences in the effects of perception and social interaction.


Yan Bo, N. Understanding technology adoption in schools: A social approach. Ph.D. thesis, Michigan State University. Retrieved April 20, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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