Abstract
The study aimed to investigate information technology use, attitudes and acceptance before and after the introduction of technology-based work practices in a community-based educational initiative. A convenience sample of Home Visitors was recruited, and a composite survey was used to collect data on participant use, attitudes and acceptance of technology prior to and following the implementation of the new system. Correlations and paired sample T-tests were used to analyse data. A total of 21 Home Visitors completed the survey at baseline and again at one academic year follow-up. Several factors were identified as potentially important in relation to Home Visitor use of technology which included aspects of both attitude (anxiety dependence) and acceptance (needs satisfaction, support availability and use intention). Paired-sample T-tests revealed little change in participant use of technology, which was high from the outset. Anxiety dependence, a component of attitude, was significantly greater at follow-up in comparison with baseline levels. No significant differences were observed in pre-post self-reported acceptance of technology. These findings serve as a guide for community-based organisations considering a move toward technology-mediated work practices.
Highlights
In delivering educational programmes and interventions, technological advancements bring welcomed supports
Technology adoption, in this study, refers to the introduction of technology designed to collect, and store data related to the various programmes delivered in one such community based educational programme, the Early Learning Initiative (ELI)
Overall the findings from the current study provide some support for the Technology Acceptance Model (TAM) with evidence of greater use and experience of technology at baseline influencing an individual’s acceptance of technology and shaping their attitude towards technology
Summary
In delivering educational programmes and interventions, technological advancements bring welcomed supports. Following a decade in operation the ELI recognised the need to improve their infrastructure through a move towards technology-based practices. Their flagship programme, the Parent Child Home Programme, was selected as the pilot programme to begin the transition towards technology adoption. Record keeping is a key part of the role of a Home Visitor, with daily data recorded allowing an overview of attendance, engagement, progress and outcomes While these records have been traditionally paper based, moving towards technology-based record keeping has potential advantages to programme delivery. This adaption involved programme staff being given a smart phone to use, with a Customer Relations Management System being the tool for recording this data. In order to support the implementation of this system, all team members participated in five days training on how to use this new system
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