Extending the technology acceptance model to account for psychological attachment and user resources in a mandated environment. Malaysian School teachers' use of computers in teaching.
| dc.contributor.author | Ibrahim, Amlus Bin | |
| dc.date.accessioned | 2015-09-23T04:28:17Z | |
| dc.date.available | 2015-09-23T04:28:17Z | |
| dc.date.issued | 2005 | |
| dc.description.abstract | Prior studies on acceptance of computer usage have tended to focus on managers and students but no attempt has been made in respect of individual teachers. Increasing information technology application and usage demands have prompted the Malaysian government to implement a policy on information technology usage in schools. The Ministry of Education introduced computers as a teaching aid in classrooms, in January 2003. For the policy to succeed the government provided computer software support, teacher's training, and infrastructure which included computer laboratories, computers accessories and Internet connections. This is a cross-sectional study in a mandated setting, of the descriptive and hypotheses testing type covering six broad areas namely external variables, user resources, subjective norm, usefulness, ease of use and psychological attachment. A research framework was developed and hypotheses posited and tested. Primary data totaling 2221 responses were collected from Primary one and two and Secondary one & two school teachers in II states in Malaysia using mailed questionnaire. From this study, it was discovered that perceived usefulness exerted stronger influence on perceived ease of use in explaining teacher's acceptance of computer technology. Personal Computer usage has to be continually perceived as useful requirement in the long term, while ease of use is important in the initial stages. External variables of user resources, show positively relationship while subjective norm do not show any positive relationship. The use of computer presentations software (such as power point) and utility programs Microsoft Excel are at the minimum level whereas the extent of personal computer usage was relatively ยท higher for word processing package preparing examination questions, student biodata, entering marks and other basic applications. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/1201 | |
| dc.language.iso | en | en_US |
| dc.subject | Technology acceptance model | en_US |
| dc.subject | Psychological attachment | en_US |
| dc.subject | Mandated environment. | en_US |
| dc.title | Extending the technology acceptance model to account for psychological attachment and user resources in a mandated environment. Malaysian School teachers' use of computers in teaching. | en_US |
| dc.type | Thesis | en_US |
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