Abstract

The aim of this large-scale study was to understand the technology acceptation of learning management systems (LMS) by secondary school teachers and to investigate the instructional use of LMS, distinguishing between informational use and communicational use. The predictive model further includes: perceived usefulness, perceived ease of use, subjective norm, personal innovativeness in the domain of information technology, experience and internal ICT support at school level. Data were collected from 505 Flemish secondary school teachers. After performing satisfactory reliability and validity checks, the study was able to support all relationships among the 9 variables. Informational use was found to be a precursor for communicational use, perceived ease of use of the LMS is the strongest predictor in LMS-acceptation. Internal ICT support has a direct effect on the informational use of the LMS and on subjective norm. Implications stress that secondary school managers in education should take into account the importance of a teachers’ efforts and performance perceptions and the direct and indirect impact of internal ICT support on LMS adoption.

Citation

De Smet, C., Bourgonjon, J., De Wever, B., Schellens, T. & Valcke, M. (2012). Researching instructional use and the technology acceptation of learning management systems by secondary school teachers. Computers & Education, 58(2), 688-696. Elsevier Ltd. Retrieved October 17, 2019 from https://www.learntechlib.org/p/50854/.

Keywords

• administrators
• Data Collection
• educational technology
• Foreign Countries
• information technology
• Integrated Learning Systems
• Interactive Learning Environments
• learning management systems
• Predictor Variables
• Reliability
• secondary education
• Secondary School Teachers
• Statistical Data
• technology adoption
• Technology Uses in Education
• Test Reliability
• Test Validity