A Triangulated Model to Assess Adoption of Virtual Learning Environments in Primary Schools

Elena Codreanu, Christine Michel, Marc-Eric Bobillier-Chaumon, Olivier Vigneau

2016

Abstract

The objective of this paper is to highlight the existing theoretical approaches which study the issue of technological adoption, and to establish a triangulated model to explore Virtual Learning Environments adoption in primary schools. The theoretical models cover three approaches: the social acceptance, the practical acceptance and the situated acceptance. Our triangulated model proposes to explore three types of factors: technological factors, activity and task factors and perceptual factors in order to assess technological adoption.

References

  1. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179-211.
  2. Babic, S. (2012). Factors that influence academic teacher's acceptance of e-learning technology in blended learning environment. E-Learning-Organizational Infrastructure and Tools for Specific Areas, p.3-18.
  3. Baek, J. S., & Lee, K. P. (2008). A participatory design approach to information architecture design for children. CoDesign: International CoCreation in Design and the Arts, 4(3), pp. 173-191.
  4. Barcenilla, J., & Bastien, J. M. (2009). L'acceptabilité des nouvelles technologies : quelles relations avec l'ergonomie, l'utilisabilité et l'expérience utilisateur ? Le Travail Humain, 72, 311-331.
  5. Bastien, J.M., & Scapin, D.L. (1993). Ergonomic Criteria for the evaluation of Human-Computer Interfaces. Institut National de recherche en Informatique et en Automatique.
  6. Blackwell, C.K., Lauricelle, A., Wartella, E., Robb, M., & Schomburg, R. (2013). Adoption and use of technology in early education. The interplay of extrinsic barriers and teachers attitudes, Computers and Education, 69, 310-319.
  7. Blin, F., & Munro, M. (2008). Why hasn't technology disrupted academics' teaching practices? Understanding resistance to change through the lens of activity theory. Computers and Education, 475-490.
  8. Bobillier-Chaumon, M.E. (2016, in press). Acceptation située des TIC dans et par l'activité : Premiers étayages pour une clinique de l'usage. Psychologie du Travail et des Organisations.
  9. Bobillier-Chaumon, M.E., & Dubois, M. (2009). L'adoption des technologies en situation professionnelle : quelles articulations possibles entre acceptabilité et acceptation ? Le travail Humain, 72, 355-382.
  10. Brangier, E., Dufresne, A. & Hammes-Adele (2009). Approche symbiotique de la relation humaintechnologie: perspectives pour l'ergonomie informatique, Le travail Humain, (72) 4, 333-353.
  11. Budiu, R., & Nielsen, J. (2010). Children (Ages 3-12) on the Web (2nd edition). NN Group.
  12. Carroll, J.M. (2008). Building Educational Technology Partnerships through Participatory Design in KhosrowPour, M. (Eds). Encyclopedia on information Science and Technology, Second Edition. (2008).
  13. Carroll, J.M., & Rosson, M.B. (2007). Participatory design in community informatics, Design Studies, 28, 243- 261.
  14. Chin, G. (2004). A case study in the Participatory Design of a Collaborative Science Based Learning Environment, Blacksburg, Virginia.
  15. Chen, J., & Chang, C. (2006). Using computers in early childhood classrooms: Teachers' attitudes, skills and practices. Journal of Early Childhood Research, 4(2), 169-188.
  16. Codreanu, E., Michel, C. Bobillier-Chaumon, & Vigneau, O. (2015). Acceptation des Environnements Numériques de Travail par les Enseignants du Primaire, Conference Paper, EIAH 2015, 1-2 june, Agadir.
  17. Cuban, L, Kirkpatrick, H, & Peck, C. (2001). High access and low use of technologies in high school classrooms. Explaining an Apparent Paradox. American Educational Research Journal, 38 (4). 813-834.
  18. Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology.MISQuarterly, 13, 319-340.
  19. Denzin, NK. (1978). Sociological Methods. New York: McGraw-Hill.
  20. Engeström, Y. (1987). Learning by Expanding: An Activity Theoretical Approach to Developmental Research, Orienta-Konsultit, Helsinki.
  21. Engeström, Y., Miettinen, R., &Punamaki, R.L. (1999). Perspectives on Activity Theory, Cambridge University Press.
  22. Ertmer, P. A. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology information? Educational Technology research and Development, 53(4), 25-39.
  23. Faurie, I. & van de Leemput, C; (2007). Influence du Sentiment d'Efficacité informatique sur les Usages d'Internet des étudiants. L'orientation scolaire et professionnelle, 36(4).
  24. Giamalas, V., & Nikolopulus, K. (2010). In-service and pre-service early childhood teacher's views and intentions about ICT use in early childhood setting: A comparative study. Computers and Education 55, 333- 341.
  25. Hourcade, J.P. (2007). Interaction Design and Children. Now Publishers Inc., Hanover.
  26. Inan, F., & Lowther, D. (2010). Laptops in K12 classrooms: exploring factors impacting use. Computers and Education, 55, 937-944.
  27. Jonsson, L.E. (2007). Appropriating Technologies in Educational Practices. Goteburg Studies in Educational sciences 215. PhD Thesis.
  28. Karasavvidis, I. (2009). Activity theory as a conceptual framework for understanding teachers' approaches to Information and Communication Technologies. Computers and Education, 436-444.
  29. Keller, C. (2006). Technology acceptance in Academic Organisations: Implementation of Virtual Learning Environments. Proceeding of the 14th European Conference on Information Systems, Gothenburg.
  30. Keller, C. (2009). User Acceptance of Virtual Learning Environments: A case Study from Three Northern European Universities. Communications of the Association for Information Systems, 25(1), Available at: http://aisel.aisnet.org/cais/vol25/iss1/38 25(38).
  31. Konings, K., Seidel, T, & Van Merrienboer, J. (2014). Participatory design of learning environments: integrating perspectives of student, teachers, and designers. Instructional Science, 42 (1). DOI: 10.1007/s11251-013-9305-2.
  32. Konings, K., van Zundert, M., Bran-Gruwel, S., &van Merrienboer, J. (2007). Participatory design in secondary education: its desirability and feasibility according to teachers and students. Educational Studies, 33, 445-465.
  33. Lueder, R., & Rice, V. J. (2007). Ergonomics for Children: Designing Products and Places for Toddlers to Teens (Taylor & F.).
  34. Nielsen, J. (1994) Usability Engineering. New York: Morgan Kaufman Publishers.
  35. Osika, E., Johnson, R. & Buteau, R. (2009). Factors influencing faculty use of technology in online instruction: A case study. Online Journal of Distance Learning Administration, 12(1).
  36. Pynoo, B., Devolder, P., Tondeur J., Braak, J.V., Duyck, W., & Duyck P. (2011).Predicting secondary school teachers' acceptance and use of a digital learning environment: A cross-sectional study.Computers in Human Behaviour, 27, 568-575.
  37. Pynoo, B., Devolder, P., Tondeur J., Braak, J.V., Duyck, W., Sijnave, B., & Duyck P. (2012). Teachers' acceptance and use of an educational portal. Computers& Education, 58, 1308-1317.
  38. Sucupura-Furtado, M.E. (2008). Improving the usability of interactive learning systems: the best practices of requirements engineering in Khosrow-Pour, M. (Eds.). Encyclopedia of Information Science and Technology, Second Edition (2008).
  39. Stiles, M.J. (2000). Effective Learning and the Virtual Learning Environment. The Learning Development Centre, Staffordshire University, UK.
  40. Tsytouridou, M., Vryzas, K. (2004). The prospect of integrating ICT into the education of young children: Theviews of Greek early childhood teachers, European Journal of Teacher Education, 27(1), 29-45.
Download


Paper Citation


in Harvard Style

Codreanu E., Michel C., Bobillier-Chaumon M. and Vigneau O. (2016). A Triangulated Model to Assess Adoption of Virtual Learning Environments in Primary Schools . In Proceedings of the 8th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-758-179-3, pages 287-293. DOI: 10.5220/0005908702870293


in Bibtex Style

@conference{csedu16,
author={Elena Codreanu and Christine Michel and Marc-Eric Bobillier-Chaumon and Olivier Vigneau},
title={A Triangulated Model to Assess Adoption of Virtual Learning Environments in Primary Schools},
booktitle={Proceedings of the 8th International Conference on Computer Supported Education - Volume 2: CSEDU,},
year={2016},
pages={287-293},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0005908702870293},
isbn={978-989-758-179-3},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 8th International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - A Triangulated Model to Assess Adoption of Virtual Learning Environments in Primary Schools
SN - 978-989-758-179-3
AU - Codreanu E.
AU - Michel C.
AU - Bobillier-Chaumon M.
AU - Vigneau O.
PY - 2016
SP - 287
EP - 293
DO - 10.5220/0005908702870293