The effect of collective effficacy on teachers' technology acceptance
This investigation of teachers computer use prompted by a 1999 Provincial Assessment finding that students were performing below Provincial expectations in use of the World Wide Web / Internet and identification of teachers as students greatest source of computer knowledge. It was found that the majority of teachers have the necessary knowledge and skills to use computers in the classroom, but teachers predominantly used computers for personal and general purposes. It was also found that teachers represent a large source of influence on their colleagues’ computer knowledge and skills. This influence, defined through the construct of collective efficacy, was found to differ between schools with higher and lower levels of collective efficacy in their perceptions of the image portrayed by using the World Wide Web / Internet in the classroom. Teachers in schools with high and median levels of collective efficacy were found to differ significantly from teachers in schools with lower levels of collective efficacy in the potential status a teacher may obtain within their school from using the World Wide Web / Internet. Additionally this study offers support for Venkatesh and Davis (2000) theoretical proposition that the image construct is less susceptible to the influence of experience an individual may have with a particular computer application. However due to small sample size of this study these results must be interpreted cautiously.
DegreeMaster of Education (M.Ed.)
DepartmentEducational Psychology and Special Education
ProgramEducational Psychology and Special Education
Copyright DateFebruary 2006