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Acceptance and Diffusion of Educational Technology Innovations : = Change Agency of Instructional Support Professionals.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Acceptance and Diffusion of Educational Technology Innovations :/
Reminder of title:	Change Agency of Instructional Support Professionals.
Author:	Jones, Robert Wayne.
Description:	1 online resource (190 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Educational technology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355969900

Acceptance and Diffusion of Educational Technology Innovations : = Change Agency of Instructional Support Professionals.
Jones, Robert Wayne.

Acceptance and Diffusion of Educational Technology Innovations :Change Agency of Instructional Support Professionals. - 1 online resource (190 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--University of Arkansas at Little Rock, 2018.

Includes bibliographical references

National narratives pushing distance education, online courses and degree programs, and a competency-based education have led to enlarging staffs of instructional support professionals (ISP) that accompany significant technological shifts to aid in diffusion and support. This study investigated the influence of ISP roles on behavioral intentions of college of business faculty to adopt educational technology generally as, 1) whether change agents provide value in the decision process, 2) how change agency contributes to the overall acceptance of educational technology, and 3) the effect of including change agency in acceptance models. The study design was a quantitative, non-experimental correlational survey as cross-sectional research to examine interrelated dependencies in a conceptual model. Partial least squares structural equation modeling (PLS SEM) was used to evaluate an extension to the Unified Theory of Acceptance and Use of Technology (UTAUT) model, incorporating ISP change agency and functional support roles. The findings contribute to literature on technology adoption and diffusion in the context of business faculty. Antecedents external to faculty adopters' internal support and social system are identified with successful inclusion of external factors demonstrating influence of external agents in the decision process and providing a direct link to the context of diffusion. The findings also signal that ISP practitioner preparation standards should place a greater importance on preparing ISP for their role in change agency, as these skillsets are critical to ongoing success and acceptance of the profession as an effective tool for influencing change higher education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355969900Subjects--Topical Terms:

556755
Educational technology.
Index Terms--Genre/Form:

554714
Electronic books.

Acceptance and Diffusion of Educational Technology Innovations : = Change Agency of Instructional Support Professionals.
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504 $a Includes bibliographical references
520 $a National narratives pushing distance education, online courses and degree programs, and a competency-based education have led to enlarging staffs of instructional support professionals (ISP) that accompany significant technological shifts to aid in diffusion and support. This study investigated the influence of ISP roles on behavioral intentions of college of business faculty to adopt educational technology generally as, 1) whether change agents provide value in the decision process, 2) how change agency contributes to the overall acceptance of educational technology, and 3) the effect of including change agency in acceptance models. The study design was a quantitative, non-experimental correlational survey as cross-sectional research to examine interrelated dependencies in a conceptual model. Partial least squares structural equation modeling (PLS SEM) was used to evaluate an extension to the Unified Theory of Acceptance and Use of Technology (UTAUT) model, incorporating ISP change agency and functional support roles. The findings contribute to literature on technology adoption and diffusion in the context of business faculty. Antecedents external to faculty adopters' internal support and social system are identified with successful inclusion of external factors demonstrating influence of external agents in the decision process and providing a direct link to the context of diffusion. The findings also signal that ISP practitioner preparation standards should place a greater importance on preparing ISP for their role in change agency, as these skillsets are critical to ongoing success and acceptance of the profession as an effective tool for influencing change higher education.
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