Table Of ContentSpringer Texts in Education
Ömer Faruk Ursavaş
Conducting
Technology
Acceptance
Research in
Education
Theory, Models, Implementation, and
Analysis
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Ömer Faruk Ursavaş
Conducting Technology
Acceptance Research
in Education
Theory, Models, Implementation,
and Analysis
Ömer Faruk Ursavaş
Recep Tayyip Erdoğan University
Rize, Turkey
ISSN 2366-7672 ISSN 2366-7680 (electronic)
Springer Texts in Education
ISBN 978-3-031-10845-7 ISBN 978-3-031-10846-4 (eBook)
https://doi.org/10.1007/978-3-031-10846-4
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Foreword
This book occupies a very useful place in the market not least because of the bal-
ance and blend of research and practice competently woven into its pages. It cap-
tures the essence of the science-practitioner model and distils psychological
constructs into understanding the functions of affectivity, cognition and behaviour
in the context of adapting to growing technology use.
In the first instance it is readable and digestible and will guide the reader through
understanding the processes that bring progress through embracing the challenges
and changes that technology will continue to bring. A very useful feature is tracing
through how research has developed through the use of models and theories that
have been invaluable in shaping our understanding of evolving practice.
The book highlights the progress that has been made but also provides critical
evaluation of previous limitations and grapples with the issues that require ongoing
attention. Research examples are presented with the use of statistical models (with
supplementary data also provided to replicate the findings). The reader is guided
through the techniques which are supported by contemporary sources, and the mod-
els provide an excellent resource for educators and students to replicate and learn
from (or experiment with alternative models).
The context for the examples is education and the use of engaging case studies
ensures that the research is personified in everyday practice. In spite of the use of
“big data” to test models and general trends in practice, the reader is encouraged to
see that individual differences are forever present. Individual difference factors
include gender, emotionality, personality, attitudes, etc., and these are all accounted
for. The ongoing challenge of the changing landscape is set against the background
of past development with the certainty that “the only thing that is here to stay is
change”. Therefore, although the models presented offer solid ground to stand on,
they also show through “residual or unexplained variance” that practitioners and
researchers should be ready for incremental development of their models of practice.
Finally, the book embraces the challenges that generate tensions, for example,
between teachers and students, and in circumstances where subjective norms may
v
vi Foreword
have been in conflict with top-down pressures. The context may determine which
factor(s) is(are) more influential in determining technology-related behaviours. This
book is a triumph in what it sets out to achieve in balancing what is a stable base to
work from combined with a willingness to be ready for stepping into and keeping
pace with the changes that are constantly coming.
Reader and Principal Lecturer in the Psychology of Individual Differences in
Education
Liverpool John Moores University David Mcilroy
Liverpool, UK
Preface
The use of ITs has never been easy when compared to other technological tools and
equipment such as television, refrigerator, and oven. Teachers are faced with a
group of students who use computers, video CDs, PlayStations, and mobile phones
and are familiar with satellite devices in their daily lives. If teachers cannot develop
their skills in using the available technology products, they may encounter various
difficulties in conveying the content in education programs with traditional methods
and tools. In many parts of my life, where I worked as an academic for nearly 20
years, I had the opportunity to make various observations in primary and secondary
schools, high schools, and universities. The inclusion of technology in education at
various levels has sometimes been interrupted by the failure of these technologies to
be placed in classrooms and sometimes due to the teaching approach. When I look
at it from an instructional designer’s perspective, I can easily say that regardless of
the two factors I mentioned above, content that is not suitable for instructional
design principles may prevent us from benefiting from the advantages of these tech-
nologies. Therefore, despite the development of government policies and curricula
on how to integrate technology into teaching and learning, teachers spent most of
their time in classroom activities thinking about how technology could be used in
course delivery and administrative processes. On the one hand, we constantly hear
about topics such as educational technology, technology in education, and technol-
ogy education; on the other hand, rapidly developing technologies have made it
difficult for businesses and organizations to adapt to technological developments
successfully. Over the years, technology acceptance researchers have become more
interested in understanding the factors that influence the adoption of technologies in
a variety of settings. In most acceptance studies, researchers have sought to identify
and understand the forces that shape users’ acceptance to influence the design and
implementation process to avoid or minimize resistance or rejection when users
interact with technology.
This textbook has been written to introduce researchers to technology accep-
tance models, and to use these models to remove the barriers to integrating technol-
ogy into educational environments. The textbook will provide an in-depth discussion
of the emergence of technology theories and models, how we can use these models
in education, and the data collection and analysis processes of technology accep-
tance research in education. In educational research, a common practice for
researchers is to focus on the adoption and diffusion of a specific technology but
vii
viii Preface
ignore the educational value of the technology. The textbook will discuss how we
can make meaning of technology and apply it to educational settings while we
investigate the processes via which people adopt technology in education. The tar-
get audience is threefold: (1) researchers who would like to conduct technology
acceptance research in education and need a comprehensive resource, (2) students
enrolled in upper-undergraduate and graduate courses that cover technology accep-
tance and use in education, and (3) practitioners (i.e., teachers and administrators)
who would like to promote technology use at schools.
While looking for solutions for the examples, I paid close attention to having a
flexible structure in which changes can be made according to the individual charac-
teristics of the participants in some problems. In Chap. 2, Theory of Reasoned
Action (TRA), which tries to predict a behavior exhibited by the individual for any
reason by using their existing knowledge and has been tested in many different dis-
ciplines, has been examined in an educational context. In Chap. 3, the Theory of
Planned Behavior (TPB), which was developed to remove the restriction created by
the assumption that all behaviors of the individual should be done willingly and
consciously, has been examined in an educational context. In Chap. 4, the Technology
Acceptance Model (TAM) has been examined in an educational context to under-
stand the factors that encourage or restrict teachers to use technologies during an
effective technology adoption. In Chap. 5, the Motivation Model, which draws
attention to the use of hedonistic and utilitarian systems, has been discussed in an
educational context. In Chap. 6, the consumer-centered Unified Theory of
Acceptance and Use of Technology (UTAUT) Model has been examined in an edu-
cational context. Finally, in Chap. 7, literature review and meta-analysis studies that
allow us to take a more holistic view of technology acceptance models have been
discussed. Data and analysis files for the examples given in chapters are also
presented.
Rize, Turkey Ömer Faruk Ursavaş
Acknowledgment
I began writing this book in late 2019, just before we experienced one of the greatest
disruptions in life in modern history. As we all know, we went through a lot of dif-
ficulties during the COVID-19 pandemic. I have had my share of these difficulties,
too. I even had to take a break from writing for a while. However, there were two
people in particular who constantly motivated me and contributed to my writing
efforts. I would like to thank my colleagues, Dr. Yasin Yalçın and Dr. Eda Bakır, for
their continuous support as I wrote this book. Yet another friend of mine who is also
an academic made important contributions to my work at various stages. I would
like to thank Dr. Gökçe Becit-İşçitürk for her support and understanding. I also owe
a debt of gratitude to the referees whose names are unknown to me and who reviewed
this book to become what it is now. Moreover, a special thanks go to Project
Coordinator Mrs. Sowmya Thodur from Springer Nature for her immediate
responses to my questions and the convenience she provided during my writing.
Last but not least, my dear wife Nazihan, and my sons Ömer Utku, Mehmet Akif,
and Ali Eren: I was interested in writing this book when I needed to spend time with
you. I know that and I still feel sorry. I hope you forgive me. I couldn’t have done
this without you.
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