ERIC Number: ED373739
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Subjective Norms Predicting Computer Use.
Marcinkiewicz, Henryk R.
This study was part of a series of studies examining the relationship of teacher variables to teachers' adoption of computer use. Previous studies have considered computer use as a process of the adoption of innovation and as a result of the influence of the internal variables of the person. This study adds the variable of subjective norms because they suggest a means of accounting for a person's decision-making behavior by specifying influential environmental factors represented by significant other people. Subjects were 138 elementary school teachers from a rural midwestern state. Computer use was classified into nonuse, utilization, and integration. Subjective norms were identified through the impact of four significant members of the environment (principals, colleagues, students, and the profession). Teacher-perceived relevance and self-competence were also measured. Results indicate that subjective norms are predictive of teacher computer use and that the expectations of teachers' significant others in a professional sense are influential in developing teachers' own expectations of computer use. One table summarizes study findings. (Contains 22 references.) (SLD)
Descriptors: Adoption (Ideas), Computer Attitudes, Computer Uses in Education, Educational Environment, Educational Innovation, Elementary Education, Elementary School Students, Elementary School Teachers, Expectation, Individual Differences, Norms, Predictor Variables, Principals, Rural Areas, Self Concept, Significant Others, Teacher Attitudes, Teacher Characteristics
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Subjective Judgment
Note: In: Proceedings of Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (16th, Nashville, TN, February 16-20, 1994); see IR 016 748. For related article, see IR 016 748.