Files in this item

FilesDescriptionFormat

application/pdf

application/pdf3202062.pdf (4MB)Restricted to U of Illinois
(no description provided)PDF

Description

Title:Technology Integration Complexity Model: A Systems Approach to Technology Acceptance and Use in Education
Author(s):Basham, James D.
Doctoral Committee Chair(s):Cynthia Carter Ching
Department / Program:Education
Discipline:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Education, Educational Psychology
Abstract:The lack of technology integration has long been noted as a problem throughout the education system. Using contemporary and reductionistic approaches, researchers have tried to explain the lack of modern technology acceptance and use in valuable but simplistic terms. Through the testing and eventual acceptance of a theoretically-driven structural equation model, this study begins to define the complexity of technology acceptance and use in education. Findings confirm that the process of bringing forth the integration of modern technology is more complex than what previous research has indicated. Implications for future large-scale interventions in technology integration as well as research in education and educational technology, including the use of structural equation modeling are discussed.
Issue Date:2005
Type:Text
Language:English
Description:127 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2005.
URI:http://hdl.handle.net/2142/79884
Other Identifier(s):(MiAaPQ)AAI3202062
Date Available in IDEALS:2015-09-25
Date Deposited:2005


This item appears in the following Collection(s)

Item Statistics