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ERIC Number: EJ831408
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: As Provided
Reference Count: 65
ISSN: ISSN-1055-3096
Emerging Educational Technology: Assessing the Factors that Influence Instructors' Acceptance in Information Systems and Other Classrooms
Ball, Diane M.; Levy, Yair
Journal of Information Systems Education, v19 n4 p431-444 2008
Over the past decade there has been a shift in the emphasis of Internet-based emerging educational technology from use in online settings to supporting face-to-face and mixed delivery classes. Although emerging educational technology integration in the classroom has been led by information systems (IS) instructors, the technology acceptance and usage of other instructors continue to be problematic for educational institutions. The purpose of this study was to empirically investigate factors influencing instructors' intention to use Tegrity[R], an emerging educational technology in traditional IS classes and other non-IS classes. Specifically, the factors studied were computer self-efficacy, computer anxiety, and experience with the use of technology. Responses from 56 instructors from a small, private university were used to formulate a predictive model using ordinal logistic regression. Results showed that computer self-efficacy had the greatest influence on intention to use. As computer self-efficacy appears to be high among IS instructors, administrators of other subjects are urged to pursue avenues to increase their instructors' computer self-efficacy when attempting to increase the acceptance of emerging educational technology in non-IS classrooms. (Contains 4 tables and 2 figures.)
Journal of Information Systems Education (JISE). c/o Al Harris, JISE Editor, Department of Computer Information Systems, Walker College of Business, Appalachian State University, Boone, NC 28608. Tel: 828-262-6180; Fax: 828-262-6190; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A