Factors related to the adoption of a two-way interactive distance education technology: Instrument development, instrument validation, and causal model testing.

摘要

The purpose of the study was to identify the factors related to teachers' perceived likelihood of using a state-wide two-way interactive distance education technology, the Iowa Communication Network (ICN). The research model was developed using existing models in the diffusion of innovation literature, as well as in the attitude-behavior literature. The predictor variables developed from constructs in the literature, were habit of using innovative technologies, general attitude toward the ICN, utilitarian outcomes, normative outcomes, self-identity outcomes, attitude toward using the ICN for classroom instructional activities, and teachers' likelihood of using the ICN if it were available.;The data were collected via a mail survey from 325 inservice teachers who attended inservice training in distance education. Analysis of the data included: (1) factor analysis of items assessing the predictor variables in the model, (2) Cronbach's alpha, to estimate internal consistency of the scales of the research instrument, and (3) structural equation model testing of the causal model.;The research model was modified based on the results of the factor analysis. Seven factors emerged: teachers' habit of using innovative technologies, attitudes toward the educational promise of the ICN, attitudes towards the ICN's logistical constraints, strength of beliefs about positive consequences of using the ICN, strength of beliefs about negative consequences of using the ICN, strength of beliefs about the influence of important others, and attitude toward using the ICN for classroom instruction.;It was found that teachers' attitude regarding the use of the ICN was the primary predictor of their likelihood of using the ICN for classroom instruction. Teachers' attitude toward using the ICN was influenced significantly by their habit of using innovative technologies, attitude toward the educational promise of the ICN, strength of beliefs about positive consequences of using the ICN, and strength of beliefs about the influence of important others. It was not influenced by teachers' attitude toward the ICN's logistical constraints or by their strength of beliefs about negative consequences of using the ICN. Results are discussed in terms of theory and practice.