Secondary school students' acceptance of one-to-one computing technology : an application of the unified theory of acceptance and use of technology model
MetadataShow full item record
Portable computing technologies could make significant contributions to reforming teaching and learning and building student-led learning environments. More specifically, one-to-one computing technology can be used to create learner-centered instructions for enhancing collaborative and creative learning experiences. However, to what extent students accept and use the technology was still not known. The current research aimed to explore secondary school students' acceptance and use of one-to-one Chromebook/laptop computing technology as predicted by the modified unified theory of acceptance and use of technology (UTAUT) models. This research used data collected from 247 secondary school students at a high school in a suburb of a metropolitan city in a U.S. Midwestern state, who were using one-to-one Chromebook/laptop computing technology. Using a survey, the students reported the degrees of performance expectancy, effort expectancy, and social influence on behavioral intention, and facilitating conditions on use behavior of one-to-one computing technology as well as the levels of computer self-efficacy, computer anxiety and attitude toward using technology. Also utilized was two-step structural equation modeling: confirmatory factor analysis to establish construct validity and measurement validity, and structural equation modeling to assess structural model validity and the relationships between core latent constructs in research models. The results of this study showed that performance expectancy and social influence significantly predicted behavioral intention in most research models. Computer self-efficacy and attitude toward using technology had significant effects on performance expectancy to predict behavioral intention to use one-to-one computing technology. Especially, computer self-efficacy strongly influenced attitude toward using technology that significantly predicted behavioral intention. The findings of this study provided significant insights for school districts, school leaders, staff, teachers, and students in understanding innovative technology acceptance and usage in K-12 schools. Because one-to-one computing technology integration into teaching and learning was strongly associated with the quality of learning experience, technology acceptance models could play significant roles in the decision-making of new innovative technology adoption. This research suggested that future research should explore ultimate technology acceptance models based on theoretical viewpoints of technology acceptance and contextual aspects of individual learners in K-12 settings.