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dc.contributor.advisor Poole, Dawn en_US
dc.contributor.author Vilanova, Joel
dc.date.accessioned 2018-09-28T23:04:42Z
dc.date.available 2018-09-28T23:04:42Z
dc.date.created 2018 February en_US
dc.date.issued 03-21-18
dc.identifier.other Master of Arts in Education en_US
dc.identifier.uri http://hdl.handle.net/10211.3/206308
dc.description.abstract Research suggests that technology integration can produce significant gains in academic settings, but acceptance and use of emerging technologies continue to be a challenge for school officials and administrators. This study utilized a modified Unified Theory of Acceptance and Use of Technology (UTAUT) survey to gather data that examined the impact of seven direct determinants of technology acceptance on behavioral intention to use and actual use of Chromebooks in the elementary classroom. The results from multiple regression analyses indicated the seven direct determinants were not statistically significant predictors of behavioral intention or of actual use. A new multiple regression analysis was conducted using only the four direct determinants that were found to be significant in previous research. The results returned significant p values for both behavioral intention and actual use. However, the coefficient factor results did not return significant values. Results, limitations of the study, and recommendations for future research are discussed.
dc.language.iso en_US en_US
dc.title The impact of direct determinants of technology acceptance on behavioral intention to use and actual use of Chromebooks in the elementary classroom
dc.type Thesis en_US
dc.date.updated 2018-09-28T23:04:42Z
dc.contributor.committeeMember Myhre, Oddmund en_US


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