Exploring factors related to acceptance of 1:1 devices among high school students
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Studies show that students in lower socioeconomic status (SES) districts tend to have fewer resources, and in turn have greater achievement gaps than their affluent peers from neighboring districts. In an effort to bridge these gaps, schools have turned to 1:1 computing to bring electronic resources to their students that they might not have otherwise. However, to date there are minimal studies indicating whether or not high school students are willing to accept technology for classroom instructional purposes. This study examined the extent to which student demographic characteristics (e.g., sex, race/ethnicity, SES) are related to their acceptance of Chromebook use for instructional purposes during the initial implementation of a 1:1 initiative using framework of the Unified Theory of Acceptance and Use of Technology (UTAUT) model. This study used quantitative correlational methods, using data from a survey that was administered to 171 public high school students in the Midwest region of the United States. Results indicated that the UTAUT model was upheld. Effort expectancy (EE) and performance expectancy (PE) positively predicted behavioral intention (BI), and race/ethnicity also had a relationship with BI. This study also found statistically significant interaction effects for experience x PE as well as gender x EE. Additionally, this study found that while including SES as a moderating effect did not result in statistically significant effects, the inclusion of the PE x SES and EE x SES interaction effect in the model resulted in a statistically significant relationship between race/ethnicity and BI.