Sage Journals: Discover world-class research

Abstract

Surveys and site-based interviews and observation were used to examine the introduction of electronic mail (e-mail) into three elementary schools. A contingency model of technology adoption by organizations was used to develop the instruments and interpret the results. Surveys were given to all of the school staff to capture information on key factors such as: expectations fore-mail, influence of peers and administrators, training, technical support, and other logistical factors. On-site observation was used to expand on the findings of the surveys. Strong differences were seen between the schools in their use of the new email system and in their responses to questions pertaining to various contingency factors. In addition, significant correlations were found between the contingency factors and self-reported e-mail usage. The results of this study not only point to the importance of attending to the contingency factors identified in this study, but emphasizing that many other factors play a role in the adoption of technology in organizations. These results have implications not only for future introductions of technology into schools, but also for the business community.

Get full access to this article

View all access options for this article.

References

Andrews

F. M.

Klem

Davidson

T. N.

O-Malley

P. M.

Rodgers

W. L.

(1974). A guide for selecting statistical techniques for analyzing social science data: Survey Research Center, Institute for Social Research.

Bruce

B. C.

(1993). Innovation and social change. In Bruce

B. C.

Peyton

J. K.

Batson

(Eds.), Networked-based classrooms: Promises and realities, (pp. 9–32). London, UK: Cambridge University Press.

Casson

Bauman

Fisher

E. R.

Lindblad

Sumpter

J. R.

Tornatzky

L. G.

Vickery

B. S.

(1997). Making technology happen: Best practices and policies from exemplary K-12 schools (<http://www.southern.org/edtech/>): Southern Technology Council.

Cuban

(1986). Teachers and machines. New York, NY: Teachers College, Columbia University.

Fulk

Boyd

(1991). Emerging theories of communication in organizations. Journal of Management, 17, 407–446.

Fulk

Schmitz

Steinfeld

C. W.

(1990). A social influence model of technology use. In Fulk

Steinfeld

(Eds.), Organizations and communications technology, (pp. 117–140). Newbury Park, CA: Sage.

Hirshheim

Newman

(1988). Information systems and user resistance: Theory and practice. The Computer Journal, 31(5). 398–408.

Iman

R. L.

(1982). Some aspects of the rank transformation in analysis of variance problems. In Proceedings of the seventh annual SAS users group, international conference, (pp. 676–680). Cary, NC: SAS.

Majchrzak

Klein

K. J.

(1991). Understanding and coping with organizational effects of computer-automated technology. In Jones

J. W.

Steffy

B. D.

Bray

D. W.

(Eds.), Applying psychology in business. Lexington, MA: Lexington Books.

10.

Miller

D. C.

(1977). Handbook of research design and social measurement. (3rd ed.). Newbury, CA; Sage.

11.

Neave

H. R.

Worthington

P. L.

(1988). Distribution-free tests. London, UK: Unwin Hyman.

12.

Sokol

M. B.

(1994). Adaptation to difficult designs: Facilitating use of new technology. Journal of Business and Psychology, 8, 277–296.

13.

Tomaskovic-Devey

Risman

B. J.

(1993). Telecommuting innovation and organization: A contingency theory of labor process change. Social Science Quarterly, 74, 367–385.

14.

Winfield

(1991). Organisations and information technology: Systems, power and job design. Oxford, UK: Blackwell Scientific Publications.

Introduction of Electronic Communication Technology into Schools

Abstract

Get full access to this article

References