Context and Technology Use: Opportunities and Challenges of the Situated Perspective in Technology Acceptance Research

Autor/inn/en	Lemay, David John; Doleck, Tenzin; Bazelais, Paul
Titel	Context and Technology Use: Opportunities and Challenges of the Situated Perspective in Technology Acceptance Research
Quelle	In: British Journal of Educational Technology, 50 (2019) 5, S.2450-2465 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lemay, David John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12859
Schlagwörter	Social Media; Technology Uses in Education; Adoption (Ideas); Educational Technology; Citizen Participation; Political Attitudes; Affordances + Suchen Sie Ihr Suchwort? Soziale Medien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ideas; Ideenfindung; Unterrichtsmedien; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Political attitude; Politische Einstellung
Abstract	The purpose of this paper is to explore the implications of the situative perspective in understanding technology acceptance. Briefly, this is the position that holds technology acceptance is influenced by the context of use, which determines the situations and activities in which the technology is employed. Specifically, we review the literature studying the relationship between political engagement and social media use. We examine the link between individuals' political beliefs and political engagement on their acceptance and use of social media extending the core factors of the technology acceptance model. Using a sample drawn from a pre-university college physics program, we test a structural path model, using WarpPLS, and reproduce the oft-reported link between social media use and political engagement and showing that social media use for political engagement influences individuals' perceptions of social media technology. These results are interpreted with respect to the situative perspective, specifically, we employ the ecological psychology notion of affordances to understand how social media technology is disrupting traditional political discourse and creating new forum for public discourse and political engagement. Our study demonstrates the value of considering the social dimension in understanding individuals' technology acceptance decisions and behaviors. Understanding the social dimension pf technology acceptance is necessary for modeling user technology acceptance and key to successful implementation initiatives and life cycle management of educational technologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01