Technology integration barriers in a technology-rich environment: A CBAM perspective
Kevin Wayne Schoepp, University of Calgary , Canada
University of Calgary . Awarded
This research attempts to describe the relationships between barriers to technology integration and the behavioral, affective, and temporal constructs in a technology-rich environment. A technology-rich environment is one in which both faculty and students have unfettered access to technology, primarily computer hardware and software.
The study uses three established tools to measure these associations. Barriers are evaluated using a modified version of a perception of barriers instrument designed by Hadley and Sheingold (1993). The two other major measures have been developed out of Concerns Based Adoption Model (Hall, Wallace, & Dossett, 1973). The behavioral aspect uses the Technology Implementation Standards Configuration Matrix designed by Mills (2002), while the affective aspect uses the Stages of Concern Questionnaire (Hall, George, & Rutherford, 1986). The temporal aspect is measured through a simple question probing the length of time one has taught within a technology-rich environment.
The results of this investigation indicate that barriers are indeed perceived differently in a technology-rich environment, and that a number of relationships do exist between the aforementioned constructs.
Schoepp, K.W. Technology integration barriers in a technology-rich environment: A CBAM perspective. Master's thesis, University of Calgary.
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Cited ByView References & Citations Map
Looking Beyond Short-Term Implementation and Low-Level Concerns: Assessing the Full Impact of the Concerns-Based Adoption Model (CBAM)
Scott Slough, Texas A&M University, United States; Gregory Chamblee, Georgia Southern University, United States
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 952–957
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