GROUNDING A NEW INSTRUCTIONAL TECHNOLOGY (IT) IMPLEMENTATION FRAMEWORK IN BEHAVIORAL AND EDUCATIONAL SCIENCE: A SYSTEMATIC ANALYSIS OF THE LITERATURE ON IT USE

In recent years the use of instructional technology applications as an educational method for formal and informal learning has been increasing, both in youth and adult education. As an example for instructional technology applications games are increasingly being used as tools to broaden pedagogical options in schools and create interdisciplinary linkages. I believe that the literature analysis represents a first step in the use of literature reviews to identify strategies for successful implementation, and underscores how an organizing framework can be utilized to explain and understand user acceptance and subsequent IT use.

Reviewing the literature on IT implementation frameworks, many interventions to improve the success of instructional technology (IT) implementations are grounded in behavioral science, using theories, and models to identify conditions and determinants of successful use.

An important body of research draws on intentionbased models that focus on the behavioral intentions of individuals to predict use. This work, in turn, focuses on identifying the determinants of intentions, such as attitudes, social influences, and facilitating conditions. The Theory of Reasoned Action, and it later iteration, the Theory of Planned Behavior, is one such prominent intention-based model. Applying the theory a major element lies in the teacher and the institutional support conditions for using instructional technology applications. Moreover the diffusion of innovation theory is of interest as it implies according to Rogers, the individuals within a social system do not adopt an innovation at the same time; they adopt in a sequence. Among teachers we therefore find five adopter categories, or classifications of the members of a social system on the basis on their innovativeness, are:
(1) innovators,
(2) early adopters,
(3) early majority,
(4) late majority, and
(5) laggards.

Combining these three different theories I develop and explain conceptual framework suggesting 5 dimensions of instructional technology adoption in the classroom which also consider new developments such as augmented/extended/virtual reality. This framework has implications for the didactical design of multimedia learning environments which are presented as results from the literature review.