School of Education

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Start date: 2000End date: 2009

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    An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning
    (International Forum of Educational Technology & Society, 2009-07-01) Sung, Youl Park
    Many universities implement e-learning for various reasons. It is obvious that the number of e-learning opportunities provided by higher educational institutes continues to grow in Korea. Yet little research has been done to verify the process of how university students adopt and use e-learning. A sample of 628 university students took part in the research. The structural equation modeling (SEM) technique was employed with the LISREL program to explain the adoption process. The general structural model, which included e-learning selfefficacy, subjective norm, system accessibility, perceived usefulness, perceived ease of use, attitude, and behavioral intention to use e-learning, was developed based on the technology acceptance model (TAM). The result proved TAM to be a good theoretical tool to understand users’ acceptance of e-learning. E-learning selfefficacy was the most important construct, followed by subjective norm in explicating the causal process in the model.
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    Use of Computer Technology to Help Students with Special Needs
    (Princeton University, 2000-09-01) Ted S. Hasselbring .; Candyce H. William
    Millions of students across the United States cannot benefit fully from a traditional educational program because they have a disability that impairs their ability to partic- ipate in a typical classroom environment. For these students, computer-based tech- nologies can play an especially important role. Not only can computer technology facilitate a broader range of educational activities to meet a variety of needs for stu- dents with mild learning disorders, but adaptive technology now exists than can enable even those students with severe disabilities to become active learners in the classroom alongside their peers who do not have disabilities. This article provides an overview of the role computer technology can play in pro- moting the education of children with special needs within the regular classroom. For example, use of computer technology for word processing, communication, research, and multimedia projects can help the three million students with specific learning and emotional disorders keep up with their nondisabled peers. Computer technology has also enhanced the development of sophisticated devices that can assist the two million students with more severe disabilities in overcoming a wide range of limitations that hinder classroom participation--from speech and hearing impairments to blindness and severe physical disabilities. However, many teachers are not adequately trained on how to use technology effectively in their classrooms, and the cost of the technology is a serious consideration for all schools. Thus, although computer technology has the potential to act as an equalizer by freeing many students from their disabilities, the barriers of inadequate training and cost must first be overcome before more wide- spread use can become a reality.