1 00:00:00,000 --> 00:00:02,000 Episode 3. 2 00:00:02,000 --> 00:00:17,640 In schools just like in all organizations, we install and maintain IT systems to promote 3 00:00:17,640 --> 00:00:22,360 efficient operations and effective operations so that we can achieve the strategic goals 4 00:00:22,360 --> 00:00:25,480 for whatever they happen to be for the organization. 5 00:00:25,480 --> 00:00:30,000 I assume that if you're an IT professional working in a school, then you want students 6 00:00:30,000 --> 00:00:35,380 and teachers and staff to see the systems that you manage as something that benefits 7 00:00:35,380 --> 00:00:38,520 them and their work, be it teaching or learning or supporting school. 8 00:00:38,520 --> 00:00:45,360 If this is your goal, then having a framework to understand IT and users and how users and 9 00:00:45,360 --> 00:00:48,800 IT get along with each other is an important support. 10 00:00:48,800 --> 00:00:53,880 In a previous episode, I proposed a technology acceptance model as one such framework. 11 00:00:53,880 --> 00:00:59,360 In this episode, I dig a little deeper into the technology acceptance model, specifically 12 00:00:59,360 --> 00:01:06,120 the unified theory of acceptance and use of technology, the UT-AUT, which is the version 13 00:01:06,120 --> 00:01:10,760 that I have used the most over the last 15 years or so when I want to understand the 14 00:01:10,760 --> 00:01:12,680 systems I manage. 15 00:01:12,680 --> 00:01:17,080 Check out the episode description for a full reference to the original paper. 16 00:01:17,080 --> 00:01:21,360 I see the UT-AUT paper was written by four authors. 17 00:01:21,360 --> 00:01:29,240 Viswanath Venkatesh, Michael G. Morris, Gordon B. Davis, and Fred D. Davis in 2003. 18 00:01:29,240 --> 00:01:31,480 What were they trying to do? 19 00:01:31,480 --> 00:01:38,920 IT leaders in schools must realize that for many purposes, the use of IT is actually a 20 00:01:38,920 --> 00:01:39,920 choice. 21 00:01:39,920 --> 00:01:43,400 Sure, a teacher may not have a choice about whether or not they're going to read email. 22 00:01:43,400 --> 00:01:47,000 I mean, they're expected to send it and read it and they're expected to use a system that 23 00:01:47,000 --> 00:01:48,680 the school manages. 24 00:01:48,680 --> 00:01:55,080 For instruction, however, teachers often have the choice about whether or not to use IT. 25 00:01:55,080 --> 00:02:01,720 By answering the question, what factors affect the decision to use technology, UT-AUT researchers 26 00:02:01,720 --> 00:02:08,200 clarified what we should focus on when assessing our IT systems. 27 00:02:08,200 --> 00:02:12,040 So it isn't enough for IT to just build it and keep it running? 28 00:02:12,040 --> 00:02:17,520 No, technology acceptance researchers are very clear that the decisions that we make 29 00:02:17,520 --> 00:02:23,640 when we're designing our technology systems directly affect our users' ability and willingness 30 00:02:23,640 --> 00:02:24,720 to use them. 31 00:02:24,720 --> 00:02:31,080 If we design with technology acceptance in mind and redesign when necessary, then folks 32 00:02:31,080 --> 00:02:33,760 are going to be more likely to use our systems. 33 00:02:33,760 --> 00:02:36,760 What did they find? 34 00:02:36,760 --> 00:02:43,120 According to the UT-AUT, four factors are directly and positively associated with users' acceptance 35 00:02:43,120 --> 00:02:46,200 and their intention to use technology. 36 00:02:46,200 --> 00:02:50,840 Can I jump in here and ask what you mean by directly and positively associated? 37 00:02:50,840 --> 00:02:53,480 Sure, positive and direct. 38 00:02:53,480 --> 00:02:55,040 Let's look at direct first. 39 00:02:55,040 --> 00:02:58,640 So a direct factor means that there is no intermediary. 40 00:02:58,640 --> 00:03:05,240 If we change one of these factors, then we are going to see a change in the intention 41 00:03:05,240 --> 00:03:07,800 to use technology and the use of it immediately. 42 00:03:07,800 --> 00:03:13,720 And that might become a little bit more clear when I give an example of an indirect factor. 43 00:03:13,720 --> 00:03:19,640 But positive means that when one of these factors increases, then we see an increase 44 00:03:19,640 --> 00:03:21,720 in the use of technology. 45 00:03:21,720 --> 00:03:27,040 And if one of these goes down, then we would see a decrease in the intention to use technology. 46 00:03:27,040 --> 00:03:31,600 So basically as these go up, folks are going to use our systems. 47 00:03:31,600 --> 00:03:34,720 When these go down, folks are not going to be using our system. 48 00:03:34,720 --> 00:03:38,320 So there's that direct positive correlation. 49 00:03:38,320 --> 00:03:41,040 What are the factors then? 50 00:03:41,040 --> 00:03:42,840 First there's effort expectancy. 51 00:03:42,840 --> 00:03:45,880 When the system is easier to use, folks are more likely to use it. 52 00:03:45,880 --> 00:03:49,360 When it's more difficult to use, they're less likely to use it. 53 00:03:49,360 --> 00:03:53,640 Yeah, I see how that is a positive association. 54 00:03:53,640 --> 00:03:59,600 Yes, and I'll stop here to point out that the researchers also identified experience 55 00:03:59,600 --> 00:04:03,520 as an indirect factor that affects effort expectancy. 56 00:04:03,520 --> 00:04:07,800 So if we design for ease of use, then users are going to increase their use through that 57 00:04:07,800 --> 00:04:09,400 direct effect. 58 00:04:09,400 --> 00:04:14,520 But as they become more familiar through experience with our systems, even if we don't change 59 00:04:14,520 --> 00:04:18,440 them, then we will see a change in their effort expectancy. 60 00:04:18,440 --> 00:04:23,400 So even if it's a poorly designed system, over time as folks get used to it, there will 61 00:04:23,400 --> 00:04:26,240 be an increase in the effort expectancy. 62 00:04:26,240 --> 00:04:28,480 So they'll intend to use it more. 63 00:04:28,480 --> 00:04:32,280 But it's not really a good idea to sit around and wait for folks to get used to using bad 64 00:04:32,280 --> 00:04:33,480 systems. 65 00:04:33,480 --> 00:04:37,280 Let's design for ease of use right when we start. 66 00:04:37,280 --> 00:04:39,280 That clears up the earlier question. 67 00:04:39,280 --> 00:04:42,080 Now you have three more factors to tell us about. 68 00:04:42,080 --> 00:04:44,880 Second, there's performance expectancy. 69 00:04:44,880 --> 00:04:49,360 If users perceive that IT helps them to do their job either more efficiently or more 70 00:04:49,360 --> 00:04:53,800 effectively, then they're more likely to use the technology. 71 00:04:53,800 --> 00:04:55,800 That's two. 72 00:04:55,800 --> 00:04:57,600 Third are social influences. 73 00:04:57,600 --> 00:05:02,080 If users perceive they have systems that are similar to those used by others, and of course 74 00:05:02,080 --> 00:05:06,520 others whose opinions matter to them, then they're more likely to use them. 75 00:05:06,520 --> 00:05:09,040 And finally, we have facilitating conditions. 76 00:05:09,040 --> 00:05:14,000 If users perceive that there are resources available to keep the systems up and running, 77 00:05:14,000 --> 00:05:18,720 there's financing available, there's tech help when they need it, and there's assistance 78 00:05:18,720 --> 00:05:24,160 when they need to learn how to use new technology, then they're more likely to use it as well. 79 00:05:24,160 --> 00:05:26,120 Are there other indirect factors? 80 00:05:26,120 --> 00:05:27,120 Yes. 81 00:05:27,120 --> 00:05:32,080 In addition to experience, age and gender have also been identified as indirect factors 82 00:05:32,080 --> 00:05:34,360 affecting technology acceptance. 83 00:05:34,360 --> 00:05:39,680 Of course, UTAUT was defined more than 20 years ago in 2012. 84 00:05:39,680 --> 00:05:46,080 Another research group defined the UTAUT2, and they included enjoyment, price value, 85 00:05:46,080 --> 00:05:51,120 and habit as factors positively associated with the intention to use technology. 86 00:05:51,120 --> 00:05:56,160 In my experience, however, school leaders who focus on ease of use, performance, social 87 00:05:56,160 --> 00:06:02,200 influences, and facilitating conditions are changing what matters most to their users. 88 00:06:02,200 --> 00:06:05,600 Shall we break down those four factors? 89 00:06:05,600 --> 00:06:10,960 Before we do that, I want to stress that technology acceptance specifies that it is the user's 90 00:06:10,960 --> 00:06:13,680 perceptions of these factors that matter. 91 00:06:13,680 --> 00:06:18,520 This can pose a challenge because the perceptions may be contradictory. 92 00:06:18,520 --> 00:06:23,120 What we as IT professionals perceive to be easy to use, our users may not. 93 00:06:23,120 --> 00:06:28,120 And even within groups of users, what one group of teachers finds easy to use or effective 94 00:06:28,120 --> 00:06:30,520 may not be so for another. 95 00:06:30,520 --> 00:06:34,600 And when we are interpreting our data that we've collected about technology acceptance, 96 00:06:34,600 --> 00:06:39,480 or even when we're hearing folks complain about technology, we need to realize that 97 00:06:39,480 --> 00:06:43,520 what they perceive is the reality to which we must respond. 98 00:06:43,520 --> 00:06:44,520 Okay. 99 00:06:44,520 --> 00:06:48,760 Now, let's look at effort expectancy. 100 00:06:48,760 --> 00:06:53,080 This is a measure of individuals' perceptions of how easy it is to use the IT systems. 101 00:06:53,080 --> 00:06:58,640 So perceived ease of use exerts strong influences on decisions to use technology after that 102 00:06:58,640 --> 00:07:01,320 initial training has occurred. 103 00:07:01,320 --> 00:07:05,040 But before the user becomes so familiar with it and skilled that they kind of know what's 104 00:07:05,040 --> 00:07:06,480 going on with it. 105 00:07:06,480 --> 00:07:10,960 When first learning to use the technology system, the simple work of remembering the 106 00:07:10,960 --> 00:07:15,040 steps or what buttons to click can interfere with ease of use. 107 00:07:15,040 --> 00:07:19,880 And that indicates the importance of initial training when new IT systems are deployed 108 00:07:19,880 --> 00:07:22,160 in school. 109 00:07:22,160 --> 00:07:27,600 Of the four factors, effort expectancy is the one that can cause the most consternation. 110 00:07:27,600 --> 00:07:31,720 Those different perceptions that I mentioned earlier can really affect ease of use. 111 00:07:31,720 --> 00:07:38,400 Invariably also, when we change in order to meet one request, that change satisfies one 112 00:07:38,400 --> 00:07:41,360 group, but it makes another one discontent. 113 00:07:41,360 --> 00:07:45,920 So system administrators can sometimes use organizational units or groups on the network 114 00:07:45,920 --> 00:07:51,840 operating system, for example, to improve ease of use for different groups of users. 115 00:07:51,840 --> 00:07:56,420 For example, you can give all the art teacher's access to the color printer so whenever they 116 00:07:56,420 --> 00:08:00,240 log on, they don't have to go searching for it when they need it. 117 00:08:00,240 --> 00:08:04,600 It's not uncommon for IT professionals in schools, a group that we know is perpetually 118 00:08:04,600 --> 00:08:09,240 understaffed, to configure systems that allow for more efficient management by them and 119 00:08:09,240 --> 00:08:10,400 their teams. 120 00:08:10,400 --> 00:08:16,280 But these efficiencies may interfere with the efficiencies or the perceived ease of use 121 00:08:16,280 --> 00:08:18,320 for users as they operate them. 122 00:08:18,320 --> 00:08:23,040 If IT professionals believe a system is easy to use, but the users are not, then of course 123 00:08:23,040 --> 00:08:27,160 it's the perceptions of the users that matter and the systems must be modified. 124 00:08:27,160 --> 00:08:32,240 Now, of course, I want to make sure that I'm not saying we have to do everything that teachers 125 00:08:32,240 --> 00:08:33,480 or the users say. 126 00:08:33,480 --> 00:08:39,080 We still need to be concerned with the security of our data and the systems have to be sustainable 127 00:08:39,080 --> 00:08:40,440 and things like that. 128 00:08:40,440 --> 00:08:48,160 But whenever possible, we need to try to accommodate and make changes that do accommodate our users. 129 00:08:48,160 --> 00:08:54,560 It seems effort expectancy is easy to understand, but it may be a little more difficult to accomplish. 130 00:08:54,560 --> 00:09:00,160 I think that's true, but if IT professionals listen to users, try to respond to their feedback, 131 00:09:00,160 --> 00:09:05,280 maybe even have them involved in the design process, then we can improve their technology 132 00:09:05,280 --> 00:09:06,800 acceptance. 133 00:09:06,800 --> 00:09:10,680 We just need to realize that what folks say in a testing environment may not be the same 134 00:09:10,680 --> 00:09:14,280 thing that they say about systems when they get out into production. 135 00:09:14,280 --> 00:09:16,760 Let's move on to performance expectancy. 136 00:09:16,760 --> 00:09:20,520 Creative performance is rooted in outcomes and relative advantage. 137 00:09:20,520 --> 00:09:25,480 For educators who are using IT in their instruction, outcomes, of course, are defined by the goals 138 00:09:25,480 --> 00:09:27,680 and they have for the classroom. 139 00:09:27,680 --> 00:09:31,400 One challenge for IT professionals is that the outcomes may be different for different 140 00:09:31,400 --> 00:09:36,440 teachers or for different parts of their curriculum or for different students. 141 00:09:36,440 --> 00:09:40,920 Teachers who believe their job is to prepare students to do well on a standardized test 142 00:09:40,920 --> 00:09:45,760 will perceive technology differently compared to those who believe their job is to prepare 143 00:09:45,760 --> 00:09:51,080 students to create high quality public performances, for example. 144 00:09:51,080 --> 00:09:56,160 Of course, the same teacher may have very different and seemingly contradictory goals. 145 00:09:56,160 --> 00:10:00,320 As a math teacher, I may want students to have access to a web-based platform that gives 146 00:10:00,320 --> 00:10:05,440 them practice problems that are designed to improve their basic computational skills. 147 00:10:05,440 --> 00:10:10,800 This teaching by computer, it's a very common method and it's very easy to identify the 148 00:10:10,800 --> 00:10:13,800 system requirements and for IT to set up. 149 00:10:13,800 --> 00:10:18,160 But as a math teacher, I might also want my students to have multimedia tools that allow 150 00:10:18,160 --> 00:10:22,680 for scripting so they can explore fractals, maybe. 151 00:10:22,680 --> 00:10:26,680 Relative advantage includes the educators' perceptions of the IT systems compared to 152 00:10:26,680 --> 00:10:28,000 other options. 153 00:10:28,000 --> 00:10:32,400 If they believe they can achieve their goals, whatever they are, more quickly or that learning 154 00:10:32,400 --> 00:10:38,040 is somehow improved when they use the IT, then compared to when they don't use IT, then 155 00:10:38,040 --> 00:10:42,200 performance expectancy is improved and they're more likely to use it. 156 00:10:42,200 --> 00:10:45,120 Can IT decide performance expectancy? 157 00:10:45,120 --> 00:10:46,960 No, they can't. 158 00:10:46,960 --> 00:10:50,640 Remember, this is the appropriate, proper and reasonable podcast. 159 00:10:50,640 --> 00:10:54,080 Go check out the first episode to hear where this title comes from. 160 00:10:54,080 --> 00:11:00,440 But if you are correct that IT really is in no position to judge if a system fits into 161 00:11:00,440 --> 00:11:04,920 a user's needs as far as their job performance is concerned. 162 00:11:04,920 --> 00:11:10,280 One thing that is difficult for non-educators to understand is that it is very different 163 00:11:10,280 --> 00:11:12,840 teachers have very different technology needs. 164 00:11:12,840 --> 00:11:15,440 IT might want everyone to have the same technology. 165 00:11:15,440 --> 00:11:16,440 That makes sense. 166 00:11:16,440 --> 00:11:21,000 It's easier for us to manage, more sustainable, and it makes our lives much easier. 167 00:11:21,000 --> 00:11:24,600 But what an elementary art teacher needs, for example, is much different from what a high 168 00:11:24,600 --> 00:11:32,000 school math teacher needs, and those differences are even greater when we get into higher education. 169 00:11:32,000 --> 00:11:37,600 So performance expectancy boils down to, does it help me do my job better and is it better 170 00:11:37,600 --> 00:11:40,000 than any of the other options? 171 00:11:40,000 --> 00:11:43,120 Social influences next. 172 00:11:43,120 --> 00:11:47,680 Educators are affected by what others do just like all other humans are. 173 00:11:47,680 --> 00:11:52,920 When IT, when it comes to using IT, it seems that educators are particularly affected by 174 00:11:52,920 --> 00:11:53,960 others. 175 00:11:53,960 --> 00:11:59,480 Social influences have complex roots emerging from individual sense that others, others who 176 00:11:59,480 --> 00:12:05,600 they think are important, expect them to use IT as well as the individual's cultural experiences 177 00:12:05,600 --> 00:12:11,000 and expectations and the social status that they might gain by using technology or the 178 00:12:11,000 --> 00:12:14,760 status that they will lose if they fail to use it. 179 00:12:14,760 --> 00:12:18,200 Of course, all these factors and influences may be contradictory. 180 00:12:18,200 --> 00:12:23,120 For example, if a CIO who has little teaching experience recommends a new platform, it may 181 00:12:23,120 --> 00:12:28,600 not be accepted by teachers just because of the negative social influences. 182 00:12:28,600 --> 00:12:34,440 Alternatively, educators may advocate IT professionals install and configure systems 183 00:12:34,440 --> 00:12:39,680 that are similar to those used by their colleagues in other schools. 184 00:12:39,680 --> 00:12:45,440 New educators may be influenced by the role of technology that was in their teacher education 185 00:12:45,440 --> 00:12:50,440 program, for example, which may be very different from what they encounter in their first professional 186 00:12:50,440 --> 00:12:51,680 position. 187 00:12:51,680 --> 00:12:56,560 Younger teachers may also have very different cultural experiences and different expectations 188 00:12:56,560 --> 00:12:58,960 about the acceptance of IT. 189 00:12:58,960 --> 00:13:03,920 They may be dismissed by older colleagues who minimize the role of IT in the classroom. 190 00:13:03,920 --> 00:13:09,800 Yes, I recognize the stereotypes there, but I'm just trying to make the point that different 191 00:13:09,800 --> 00:13:14,120 folks with different experiences are going to perceive the technology differently, and 192 00:13:14,120 --> 00:13:17,280 that's going to affect these social influences. 193 00:13:17,280 --> 00:13:22,840 Of course, no IT professional can justify drawing any conclusions about one's use of 194 00:13:22,840 --> 00:13:27,720 IT based on age, gender identity, or any other factor like that. 195 00:13:27,720 --> 00:13:30,800 Social influences can be complicated, can't they? 196 00:13:30,800 --> 00:13:36,560 Yes, social influences come from many sources, and social psychologists recognize three types 197 00:13:36,560 --> 00:13:38,440 of social influences. 198 00:13:38,440 --> 00:13:42,360 There's those that result from compliance. 199 00:13:42,360 --> 00:13:46,960 We're told we must use technology, we're obligated to use it either to gain a reward 200 00:13:46,960 --> 00:13:49,720 or to avoid some kind of punishment. 201 00:13:49,720 --> 00:13:53,720 Educators who are required to use a particular online grade book, for example, may comply 202 00:13:53,720 --> 00:13:58,880 with the request, but they might not use it for some of the advanced reporting features. 203 00:13:58,880 --> 00:14:03,560 When individuals feel a strong identity with another individual, or they feel like they're 204 00:14:03,560 --> 00:14:09,840 a member of a group that uses a specific piece of technology, then they have a different 205 00:14:09,840 --> 00:14:14,000 type of social influence, and those tend to be stronger than the influences that come 206 00:14:14,000 --> 00:14:15,560 from compliance. 207 00:14:15,560 --> 00:14:21,800 The strongest influences arise when an individual internalizes the social influences, thus they 208 00:14:21,800 --> 00:14:27,240 perceive these to be a natural part of what one should do if they're in any particular 209 00:14:27,240 --> 00:14:28,240 role. 210 00:14:28,240 --> 00:14:32,920 Okay, now, the last factor is facilitating conditions. 211 00:14:32,920 --> 00:14:34,360 Can you tell me more about those? 212 00:14:34,360 --> 00:14:38,520 There are a range of technical and organizational factors that contribute to an individual's 213 00:14:38,520 --> 00:14:42,080 feeling supported in the use of IT systems. 214 00:14:42,080 --> 00:14:47,440 For educators, they can include financial resources, troubleshooting and repair expertise, 215 00:14:47,440 --> 00:14:49,960 and training opportunities. 216 00:14:49,960 --> 00:14:53,240 And all these, their perceptions of all these are going to affect their decision to use 217 00:14:53,240 --> 00:14:54,240 technology. 218 00:14:54,240 --> 00:14:59,600 In a school where educators perceive that all of those areas are sufficiently supported, 219 00:14:59,600 --> 00:15:05,560 and the proper procedures are in place and they know what to do, then they're more likely 220 00:15:05,560 --> 00:15:07,240 to use the technology. 221 00:15:07,240 --> 00:15:14,360 Can you explain a little of how you use technology acceptance in your work, designing IT in schools? 222 00:15:14,360 --> 00:15:17,480 For me, technology acceptance has become deeply embedded in my work. 223 00:15:17,480 --> 00:15:21,520 I guess it's the strongest of the social influences, right? 224 00:15:21,520 --> 00:15:27,200 But I'm always listening for suggestions and what folks say I could do to improve the effectiveness 225 00:15:27,200 --> 00:15:29,560 or the ease of use of systems. 226 00:15:29,560 --> 00:15:33,560 I'm always listening to hear what folks are saying about the technology they've heard 227 00:15:33,560 --> 00:15:38,040 about from their colleagues at the work of the places or the technology that they have 228 00:15:38,040 --> 00:15:40,760 in other places that they've worked. 229 00:15:40,760 --> 00:15:45,000 So it's just a part of the formal and the informal data collection that I do. 230 00:15:45,000 --> 00:15:50,040 Of course, we can't always do what folks want, but the more we accommodate them or try to 231 00:15:50,040 --> 00:15:54,240 accommodate them, the better it is for everyone. 232 00:15:54,240 --> 00:15:57,760 Can we collect data formally about technology acceptance? 233 00:15:57,760 --> 00:15:58,760 Sure. 234 00:15:58,760 --> 00:16:05,200 There are some instruments that are available for capturing technology acceptance in populations. 235 00:16:05,200 --> 00:16:11,080 Some years ago, I adapted a survey that was used for business populations for use in educational 236 00:16:11,080 --> 00:16:13,920 populations, and that seemed to work pretty well. 237 00:16:13,920 --> 00:16:17,800 I've continued to use that when need arises. 238 00:16:17,800 --> 00:16:21,960 The reality is, though, once you think about technology acceptance and keep those four 239 00:16:21,960 --> 00:16:27,560 factors in mind and design for those, you're going to find folks are much happier with 240 00:16:27,560 --> 00:16:29,280 the IT you're building. 241 00:16:29,280 --> 00:16:31,880 All right, everybody. 242 00:16:31,880 --> 00:16:48,920 Thanks for listening to this episode, and we'll see you in the next one.