Sunday, 28 July 2013

annotated bibliography 4

Schroff, R.H., Deneen, C.C., & Ng, E.M.W. (2011). Analysis of the technology acceptance model in examining students' behavioural intention to use an e-portfolio system. Australian Journal of Educational Technology, 27(4), 600-618.
Description: The paper analyses the Technology Acceptance Model (TAM) in terms of students' use of an electronic portfolio system in the specific framework of their course. The authors developed a usage questionaire based on existing TAM instruments and modified where appropriate. The responses to the survey were in terms of perceived usefulness (PU), perceived ease of use (PEOU), attitudes towards usage (ATU) and behavioural intention to use (BIU). The study showed that students' perceived ease of use (PEOU) had a significant impact on attitude towards use (ATU). The perception aorund ease of use impacted strongly on perceived usefulness (PU). The results suggest that the TAM is a relaible theoretical model.
Evaluation: The paper is credible in its findings and confirms the results of other studies. The link between perceived ease of use (PEOU) and perceived usefulness (PU) is strong,  and will ultimately impact on the use of technologies. This is an important consideration when looking at the investment in and introduction of new technologies into an environment. It is also important information for designers to consider when they are looking at user interfaces. The issues Microsoft is currently encountering with Windows 8 is a good example of this.

Sherry, L., &  Gibson, D. (2002).The path to teacher leadership in educational technology. Comptemporary Issues in Technology and Teacher Education, 2(2), 178-203.

Description: The paper looks at existing research on adoption models and highlights two key limitations: firstly the assumption an education system is not a single social system, but is in fact multiple systems within systems, and secondly traditional models ignore external factors that impact on systems with a school, such as governental initiatives and worldwide connectivity. The paper then goes on to discuss the Learning/ Adoption Trajectory (LAT) model. This model puts the teacher at the centre of the system and identifies four stages through which the teachers when they learn to use a new technology. These are: a) teacher as learner, b) teacher as adopter, c) teacher as co-learner, and d) teacher as reaffirmer or rejecter. A fifth dimension has been added to the model with e) teacher as leader.
Evaluation: The paper presents a number of case studies that show how this theory translates into practice when adopting new technologies. The LAT is an effective model as it keeps the teacher at the centre of the process, but also takes into account the external factors that impact the multiple ecologies. I do like the simplicity of this model, and its focus on the learner, in this case being the teacher.

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