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The Impact of Teacher/Administrator Perceptions of Risk on the Adoption and Use of Intelligent Tutoring Systems in U.S. Schools
PROCEEDINGS

, , University of North Carolina at Charlotte, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Intelligent Tutoring Systems continue to be the subject of substantial and innovative research. Yet, these technologies remain largely unavailable to the very students who would benefit most from their use. There are many reasons for this lack of availability, the greatest of which may simply be a lack of funding for such purchases. However, there are other elements that inhibit the adoption of such technologies in U.S. schools, such as fear, technology distrust, perceptions of risk, and a reputation for being user-unfriendly. In this study, we outline some of the innovations in this field of research and explore potential reasons for the absence of these technologies in many U.S. schools. We also consider the effect of teacher and administrator perceptions on the adoption of such technologies, and follow up with an in-depth survey and analysis of those very perceptions.

Citation

Jensen, A. & Wilson, D.M. (2010). The Impact of Teacher/Administrator Perceptions of Risk on the Adoption and Use of Intelligent Tutoring Systems in U.S. Schools. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1841-1849). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 18, 2019 from .

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