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dc.contributor.advisorYu, Chien
dc.contributor.authorGatewood, Ronald Jr
dc.date.accessioned2019-11-22T20:49:10Z
dc.date.available2019-11-22T20:49:10Z
dc.identifier.urihttps://hdl.handle.net/11668/16473
dc.description.abstractPrior research has shown teachers’ attitudes, teachers’ preparation for using technology, and the availability of technology had significant positive associations with technology integration. However, research has shown that teachers do not fully utilize technology, they fail to implement it thoroughly due to a lack of time needed for planning the implementation of technology into the curriculum, and they do not have adequate training which contributes to underutilization of technology. Due to a lack of research from the teachers’ perspective of technology acceptance, the purpose of this study was to examine high school teachers’ acceptance and use of technology and determine the relationships between Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions and Privacy Concerns. To investigate the current status of adopting and implementing laptops in high schools, this study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) model with an addition of Privacy Concerns. The online survey was sent in the fall semester of 2018 to teachers who taught in a North Mississippi School District that has implemented a 1:1 initiative laptop program. A total of 121 high school teachers made up the population and sample in the study, and 112 teachers replied with a 92% return rate. Overall, this study found that Performance Expectancy and Social Influence had the highest mean score at 5.6 (agree), and Privacy Concerns had the lowest mean score 3.8 (neutral), on a 7-point Likert scale ranging from 1 for ‘strongly disagree’ to 7 for ‘strongly agree.’ The average mean score for Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, and Privacy Concerns was 5 (somewhat agree), indicating that teachers perceived all 5 variables somewhat affect high school teachers’ intention to accept and use of technology. When analyzing whether Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, and Privacy Concerns predict high school teachers’ behavioral intention to accept technology, Effort Expectancy was the only variable that predicted teachers’ behavior intention to accept technology. The findings of this study will provide valuable information with the current status of adopting and implementing technology in the context of 1:1 initiative programs in high schools.en_US
dc.subjectEducation Technologyen_US
dc.subjectTechnologyen_US
dc.subjectInstructional Technologyen_US
dc.subjectK-12 Technologyen_US
dc.subjectDigital Divideen_US
dc.subject1:1 Technologyen_US
dc.subjectPrivacyen_US
dc.titleHigh school teacher’s acceptance of technology and privacy concerns in the 1:1 Initiative Laptop Programen_US
dc.typeDissertationen_US
dc.publisher.departmentInstructional Systems & Workforce Developmenten_US
dc.publisher.collegeCollege of Educationen_US
dc.date.authorbirth1982-10-01
dc.subject.degreeDoctor of Philosophyen_US
dc.subject.majorInstructional Technologyen_US
dc.contributor.committeeAdams, James H.
dc.contributor.committeeBracey, Pamela K.
dc.contributor.committeePrince, Debra L.
dc.date.defense2019-09-24
dc.date.graduation2019-12-13


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