Abstract:

Successful adoption of e-Learning technologies relies partially on the attitudes of teachers [1-2]. When it comes to learning technologies, among other factors, culture can also have an impact on the adoption behavior of teachers [3]. Adoption of simple but effective e-Learning tools like assessment software, however, generally remains a challenge [4]. For a number of reasons, such tools have not found wide-spread acceptance especially in public schools. This paper presents an empirical analysis of the adoption stance of public school teachers in Dubai towards classroom assessment tools. A survey instrument based on the Unified Theory of Acceptance and Use of Technology (UTAUT) [5] to study the factors that could have an impact on voluntary adoption and use of assessment technology by public school teachers was designed and deployed. More than 400 teachers from all the 83 public schools in Dubai participated in the survey. Despite being equipped with the latest Information Technology (IT) infrastructure, most teachers had never used such computer-based assessment tools before. Responses from the survey were analyzed using non-parametric statistical techniques. Logistic regression showed that teachers’ intention to adopt e-Learning assessment tools in their classrooms was causally driven by Performance Expectancy (PE), Social Influence (SI), and Effort Expectancy (EE) in descending order. The effect of the Facilitating Conditions (FC) factor could not be determined because of a low Cronbach’s alpa. A gender effect was observed where male teachers had higher median of an intention to use such tools than females. Similarly, a U-shaped behavior curve was observed with respect to teachers’ ages; while intention of the younger teachers to use assessment tools was high, it dropped for mid-career teachers, and increased again for teachers about to retire. The number of teaching years, highest academic degree, subjects taught and prior pedagogical training did not act as mediators for intention to use assessment systems in the future. Another interesting result was that even a less than one year of exposure to such technology increased the behavioral intention. The implication of this research is that use of such tools should become a part of these teachers’ evaluation in addition to creating a culture of using e-Learning within the schools. Finally, the female teachers need better support for using and deploying assessment systems within their classrooms.

References:
[1] Hu, P. J., Clark, T. H. K., & Ma, W. W. (2003). Examining technology acceptance by school teachers: A longitudinal study. Information and Management, 41(2), 227–241, 2003.
[2] Teo, T. (2008). Pre‐service teachers' attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413‐424.
[3] Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, beliefs, and culture intersect. Journal of Research on Technology in Education, 42, 255-284.
[4] Terzis, V., & Economides, A. A. (2011). The acceptance and use of computer based assessment. Computers & Education, 56, pp.1032–1044.
[5] Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: toward a unified view. MIS Quarterly 27, 3, pp. 425-47.

Keywords:

Assessment tools, teachers, adoption.