Acceptance and Diffusion of Educational Technology Innovations: Change Agency of Instructional Support Professionals

Autor/in	Jones, Robert Wayne
Titel	Acceptance and Diffusion of Educational Technology Innovations: Change Agency of Instructional Support Professionals
Quelle	(2018), (190 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Arkansas at Little Rock
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3559-6990-0
Schlagwörter	Hochschulschrift; Dissertation; Adoption (Ideas); Educational Technology; Educational Innovation; Business Schools; Change Agents; Technical Support; College Faculty; Decision Making; School Personnel + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ideas; Ideenfindung; Unterrichtsmedien; Instructional innovation; Bildungsinnovation; Fakultät; Decision-making; Entscheidungsfindung; Schulpersonal
Abstract	National narratives pushing distance education, online courses and degree programs, and a competency-based education have led to enlarging staffs of instructional support professionals (ISP) that accompany significant technological shifts to aid in diffusion and support. This study investigated the influence of ISP roles on behavioral intentions of college of business faculty to adopt educational technology generally as, 1) whether change agents provide value in the decision process, 2) how change agency contributes to the overall acceptance of educational technology, and 3) the effect of including change agency in acceptance models. The study design was a quantitative, non-experimental correlational survey as cross-sectional research to examine interrelated dependencies in a conceptual model. Partial least squares structural equation modeling (PLS SEM) was used to evaluate an extension to the Unified Theory of Acceptance and Use of Technology (UTAUT) model, incorporating ISP change agency and functional support roles. The findings contribute to literature on technology adoption and diffusion in the context of business faculty. Antecedents external to faculty adopters' internal support and social system are identified with successful inclusion of external factors demonstrating influence of external agents in the decision process and providing a direct link to the context of diffusion. The findings also signal that ISP practitioner preparation standards should place a greater importance on preparing ISP for their role in change agency, as these skillsets are critical to ongoing success and acceptance of the profession as an effective tool for influencing change higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01