Understanding Technology Adoption: Theory and Future Directions for Informal Learning

By E. Straub. 2009

1,273 citations recorded by the source corpus.

Subfields: Communication, Information Systems and Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/62140a124e5ef6b04746b64d9428822d18192486

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Citations in the corpus

The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education (2019, background): “Second, teachers and teacher educators are encouraged to include technology in their teaching — as a tool to facilitate learning or as a means to formative assessment (Shute & Rahimi, 2017; Straub, 2009).”
What teachers think about what they can do with data: Development and validation of the data driven decision-making efficacy and anxiety inventory (2013, background): “As a result of these positive beliefs, thoughts, and feelings, it is more likely that individuals will be open to adopting new, learner-centered innovations (Ghaith & Shaaban, 1999; Gordon, Lim, McKinnon, & Nkala, 1998; Shapley, Benner, Pieper, & Way, 2003; Straub, 2009) and will persist when confro”
Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning (2013, background): “Straub (2009) cautioned against this approach: “Top-down mandated change may be quick to proclaim the benefits of a change without understanding the deeper affective variables that may be shifted with any change” (p. 637).”
Technology Acceptance, Technological Self-Efficacy, and Attitude Toward Technology-Based Self-Directed Learning: Learning Motivation as a Mediator (2020, background): “…to execute courses of actions to achieve intended outcome (Compeau and Higgins, 1995), is argued to have a significant positive influence on technology acceptance and use (Straub, 2009), and has been used as a proxy of individuals’ control beliefs in technology use (Venkatesh and Davis, 1996).”
Ordering theories: Typologies and conceptual frameworks for sociotechnical change (2017, positive): “Also, UTAUT does not readily specify the relative weight and significance of its various constituent elements, nor does it capture qualitative aspects of acceptance difficult to measure outside of formal organizations, such as interpersonal social networks or informal learning (Im et al., 2011; Stra”
Teacher beliefs and technology integration practices: A critical relationship (2012, background): “Given that classroom contexts are constantly changing, especially where technology is concerned (Straub, 2009; U.S. DOE, 2010), it is important to revisit this phenomenon.”
Mobile shopping apps adoption and perceived risks: A cross-country perspective utilizing the Unified Theory of Acceptance and Use of Technology (2018, background): “Adoption theory examines the individual and the choices an individual makes to accept or reject a technological innovation (E. T. Straub, 2009; Van Slyke et al., 2010).”
Teacher Technology Change (2010, background): “, Everyday Math), which occur only periodically, technology tools and resources are constantly changing (Straub, 2009).”
How globalization is changing digital technology adoption: An international perspective (2021, background): “As Straub (2009) noticed, technology adoption is a complex social and developmental process dependent on individual construct.”