Examining teachers' attitudes/perceptions and their influence on behaviour can be an important step in understanding the psychosocial factors affecting teachers' use of Information and Communication Technology in teaching. This study attempted to provide such an understanding by elaborating Ajzen's theory of planned behaviour (TPB), a widely applied psychosocial theory in modeling behaviours. Basically, TPB explains a behaviour as a consequence of attitude towards the behaviour, subjective norms, and perceived behavioural control. These three direct factors of TPB are, in turn, influenced by salient beliefs or indirect factors: behavioural, normative, and control beliefs, respectively. In this study, the TPB was modified by (1) decomposing each of the three types of beliefs into two dimensions respectively, and (2) incorporating external variables – age, sex, subject taught, teaching experience, teaching period, qualification, level of class, classroom access, and computer laboratory access. Using these predictor variables, an Information and Communication Technology Use Model (ICTUM) was developed for assessment and comparison in performance with the TPB. Using a survey questionnaire, data were collected from a total of 1,040 secondary school teachers in eighteen government schools in Negara Brunei Darussalam. Structural equation modeling, using AMOS 5.0 software, was employed as the major statistical analytic technique for a series of data analyses: measurement model assessment for validity and reliability tests; and assessments of the models, ICTUM and TPB. The proposed model, ICTUM, was found to fit only marginally and the modification efforts through beliefs decomposition and external variables incorporation provided only a small increase in the amounts of variance explained by the predictor variables. However, the TPB model of direct factors was found to be a good-fitting model showing attitude towards behaviour, and perceived behavioural control; as predictors of intention; and intention as a stronger predictor of use of ICT than perceived behavioural control. By demonstrating the significance of those factors as predictors of intention and use of ICT, this study suggests that augmenting teachers' positive attitudes towards the use of ICT and supporting them technically and personally could encourage teachers to increase the use of ICT in their teaching. This study also suggested a need for future research on the direct influence of salient beliefs on intention, and behaviour (use of ICT) respectively. Although the TPB model is theoretically and statistically justifiable, further testing with different samples is required. Through its use of a theoretical and statistical modeling approach, the current study represents an initial step towards uncovering fundamental mechanisms that explain teacher use of ICT in teaching.

For future generations to maximise their capability to operate within technologically driven economies, it is critical to foster computer abilities at every level of the schooling process. Teachers are central to this process. Yet, for many teachers, the need to integrate computer use in their teaching is threatening and overwhelming. This thesis argues that, given the rapid rate of technological change, skills-based approaches to computer education inadequately prepare teachers for a career of continued technological change. Effective computer education for teachers requires more than skills training. It involves changes in attitudes, values and beliefs that provide confidence for ongoing learning. Furthermore, it involves learning to adapt to change, to be flexible, intuitive and above all persistent. It requires the fostering of teachers who know how to be self-directed and independent in their computer learning, rather than those dependent on structured routines or guidelines. This thesis is the ‘story’ of an action research initiative underpinned by a belief in the importance of approaches to computer education which foster lifelong computer learning. It traces the journey of a reflexive process of change and iterative development in the teaching of an educational information technology (computer) unit to pre-service teacher education students. Over a period of three years (1999-2001) I pursued a central research question, namely: How can I develop my teaching practice to better facilitate the development of capable computer users? The research explores the distinction between a ‘competent’ and a ‘capable’ computer user and trials a range of teaching and learning approaches that aim to facilitate the development of capable computer users.From this constructivist research and teaching process a multidimensional approach to computer education emerged, founded on metacognition and reflection. This approach is demonstrated to offer many advantages over a skills-focused approach. This thesis maps the complexity of the computer learning and teaching context, arguing that simplistic approaches to teaching will produce narrow and limited learning outcomes. Rather, a holistic approach is proposed, one that moves beyond the development of computer competency toward a longer term vision of facilitating computer capability. It is argued that the role of the computer ‘teacher’ is to foster reflective awareness and develop a learning environment that can assist computer learners to become comfortable existing on the ‘edge of chaos’.This research supports previous studies which indicate the important role of computer self efficacy and the influence of factors such as perceived usefulness, anxiety, support and frequency and duration of use. However, the research also documents the unpredictable influence of these factors on individuals’ resultant approach to computers and challenges dichotomous interpretations of such factors. Appropriate attribution is also shown to be a major influence on computer capability, as are factors such as help-seeking, motivation and goal-setting, although again, these influences are non-linear. It is argued that computer capability cannot be ‘taught’ but, rather, computer educators should look to creating environments where its emergence can be facilitated. The metacognitive computer learning context developed and explored through this research is one such approach.

The impact of information and communication technologies (ICTs) is a significant issue in today's tourism industry. The development of the internet has made information easily accessible to consumers, and has therefore established a direct link between consumers and suppliers. As a result, traditional travel distribution channels are changing rapidly. A major feature of this change is "disintermediation", with principals such as airlines, hotels and rental car chains bypassing intermediaries and sell directly to consumers. Travel agents (TAs) are considered to be particularly vulnerable to this process. ICTs have the potential to replace their core competencies, which include transaction processing (ticketing and settlement) and information provision (raw product information provided by suppliers).This thesis focuses on the impact of ICTs on the TA sector, and specifically on the New Zealand TA case. A theoretical approach based on regulation theory combined with a mixed method approach was used to investigate the main issues in New Zealand. The research included a case study to identify the principal issues and trends in the TA sector, in-depth interviews with TAs and industry specialists to refine the main issues and allow the formulation of some theoretical assumptions, in-depth interviews with consumers regarding the role of TAs in the internet era and the quality of service they provide, and a fully-structured, national on-line survey of TAs to verify the assumptions made in the earlier interviews and test the applicability of the post-Fordism model for the New Zealand TA sector.Based on the findings, it is argued that disintermediation is particularly pronounced in the relationship between airlines and travel agents. To minimise the risk of disintermediation and improve business performance, TAs need to reposition themselves and review their core strategies to compete efficiently in the changing business environment. The thesis reveals that consumers perceive TAs as mainly "transaction facilitators". Nevertheless the thesis show that process of "reintermediation" is a reality for some New Zealand TAs.An application of regulation theory to the New Zealand TA case reveals that in its traditional form, the regulation theory cannot explain the complexities found in the modern TA environment. The thesis reveals several distinct modes in TA perceptions of their business environment and their survival strategies, which indicates a heterogeneous, clustered population. A "formula for success" is developed for TAs in New Zealand. In this respect, TAs that perceive ICT as a strategic tool and are orientated towards consumers appear to have a business advantage.

The New Zealand construction supply chain today is inefficient. From a literature review it is found that non value adding activities including waste of time and materials are caused by islands of information with ineffective communication between supply chain participants. This represents an opportunity for Information and Communication Technology (ICT) to provide a strategic supply chain management model for the industry enabling interaction and shared information between all parties. To evaluate the performance of ICTs in the New Zealand construction supply chain, this thesis uses as a case study newly launched software---BlueSky. BlueSky was developed by the Building Integration Software Company located in AUT Technical Park. BlueSky was designed to integrate the fragments of the current information flow of the chain from architect through to the end property owner. Supporting Data was gathered by distributing a structured questionnaire designed to find the opportunities and inhibitors for utilizing ICTs to facilitate the synthesis of the chain. 200 responses were received. The study was funded by a TEC grant. The BlueSky case study is based on two pilot sites; one is an architectural design company and the other is a master contractor company in Auckland. The case study also evaluated the potential problems which may bring risks to supply chain members and provide possible recommendations for future research. The study found from the results of the questionnaire that a significant shift in the mindset of participants of the supply chain will be necessary in terms of collaboration and team work if mutual benefits are to be achieved. It is found that in the two pilot sites BlueSky did make a significant difference in terms of reduced cost, accuracy of information, improved documentation management, and overall increased speed and clarity of information. In the wider community of the industry as a whole considerable education is needed to break down mistrust between members. In general each member appears to be determined to secure the best result as individuals rather than considering the overall outcome for the whole chain. This reluctance to co-operate is coupled with a reluctance to utilize ICTs. Recommendations are made to overcome this mindset.

For future generations to maximise their capability to operate within technologically driven economies, it is critical to foster computer abilities at every level of the schooling process. Teachers are central to this process. Yet, for many teachers, the need to integrate computer use in their teaching is threatening and overwhelming. This thesis argues that, given the rapid rate of technological change, skills-based approaches to computer education inadequately prepare teachers for a career of continued technological change. Effective computer education for teachers requires more than skills training. It involves changes in attitudes, values and beliefs that provide confidence for ongoing learning. Furthermore, it involves learning to adapt to change, to be flexible, intuitive and above all persistent. It requires the fostering of teachers who know how to be self-directed and independent in their computer learning, rather than those dependent on structured routines or guidelines. This thesis is the ‘story’ of an action research initiative underpinned by a belief in the importance of approaches to computer education which foster lifelong computer learning. It traces the journey of a reflexive process of change and iterative development in the teaching of an educational information technology (computer) unit to pre-service teacher education students. Over a period of three years (1999-2001) I pursued a central research question, namely: How can I develop my teaching practice to better facilitate the development of capable computer users? The research explores the distinction between a ‘competent’ and a ‘capable’ computer user and trials a range of teaching and learning approaches that aim to facilitate the development of capable computer users.From this constructivist research and teaching process a multidimensional approach to computer education emerged, founded on metacognition and reflection. This approach is demonstrated to offer many advantages over a skills-focused approach. This thesis maps the complexity of the computer learning and teaching context, arguing that simplistic approaches to teaching will produce narrow and limited learning outcomes. Rather, a holistic approach is proposed, one that moves beyond the development of computer competency toward a longer term vision of facilitating computer capability. It is argued that the role of the computer ‘teacher’ is to foster reflective awareness and develop a learning environment that can assist computer learners to become comfortable existing on the ‘edge of chaos’.This research supports previous studies which indicate the important role of computer self efficacy and the influence of factors such as perceived usefulness, anxiety, support and frequency and duration of use. However, the research also documents the unpredictable influence of these factors on individuals’ resultant approach to computers and challenges dichotomous interpretations of such factors. Appropriate attribution is also shown to be a major influence on computer capability, as are factors such as help-seeking, motivation and goal-setting, although again, these influences are non-linear. It is argued that computer capability cannot be ‘taught’ but, rather, computer educators should look to creating environments where its emergence can be facilitated. The metacognitive computer learning context developed and explored through this research is one such approach.

This is an investigation of the diffusion of new information and communication technologies (ICTs), particularly the Internet, by community broadcasting organisations. In order to understand ICT diffusion processes in community radio stations, this study focuses on a particular project which saw a large scale diffusion of Internet technologies across Australian community radio stations at the beginning of 1998. The Community Access Network (CAN) project was an initiative of the Australian government, and saw funding for the provision of an Internet ready computer to every licensed community radio station in Australia. In approaching this subject, this research employed social constructivist assumptions, expecting that ICT use, and in particular the CAN workstations, would vary from station to station, reflecting the cultural and organisational conditions in each environment. As such the study aimed to understand the ways in which ICT technologies have been used and understood by community ralo station management and their participants. Since community radio stations are organisations, this study employed Everett Rogers' framework for understanding diffusion of innovation processes within organisations, acknowledging that organisational variables act on innovation behaviour in a manner over and above that of the aggregate of individual members of the organisation. This approach provided scope for the investigation and comparison of organisational factors, as well as meaning making on the part of individual participants. The research was based on data collected from two case studies, chosen on the basis of their divergent social, cultural and organisational environments; 4EB in Brisbane, a metropolitan, ethnic community radio station; and 2NCR-FM in Lismore, a regional, generalist community radio station. Ethnographic methods of observation and interviews were employed to collect qualitative data, providing insider accounts of community broadcaster's use, experience, and understanding of the new technologies in their day-to-day broadcast practices. By looking at two different community radio stations, this research acknowledges points of similarity and difference across these organisational situations, identifying factors that contribute to variation in technology take-up in particular station programming emphasis, perception of need, organisational resources, role of innovation champions, training, ICT policy and broadcaster variables. Evidence drawn from these case studies, and the specific ICT investigated, contributes to a general understanding of factors in the diffusion of ICT technologies across the community broadcast sector, providing a frame of reference for anticipating subsequent innovation diffusion. In particular, there are implications for future diffusion projects which plan to deploy new technologies across the community radio sector. It also contextualises community broadcasting and ICT use within the field of new technology uptake by broadcast sectors in general.

Examining teachers' attitudes/perceptions and their influence on behaviour can be an important step in understanding the psychosocial factors affecting teachers' use of Information and Communication Technology in teaching. This study attempted to provide such an understanding by elaborating Ajzen's theory of planned behaviour (TPB), a widely applied psychosocial theory in modeling behaviours. Basically, TPB explains a behaviour as a consequence of attitude towards the behaviour, subjective norms, and perceived behavioural control. These three direct factors of TPB are, in turn, influenced by salient beliefs or indirect factors: behavioural, normative, and control beliefs, respectively. In this study, the TPB was modified by (1) decomposing each of the three types of beliefs into two dimensions respectively, and (2) incorporating external variables – age, sex, subject taught, teaching experience, teaching period, qualification, level of class, classroom access, and computer laboratory access. Using these predictor variables, an Information and Communication Technology Use Model (ICTUM) was developed for assessment and comparison in performance with the TPB. Using a survey questionnaire, data were collected from a total of 1,040 secondary school teachers in eighteen government schools in Negara Brunei Darussalam. Structural equation modeling, using AMOS 5.0 software, was employed as the major statistical analytic technique for a series of data analyses: measurement model assessment for validity and reliability tests; and assessments of the models, ICTUM and TPB. The proposed model, ICTUM, was found to fit only marginally and the modification efforts through beliefs decomposition and external variables incorporation provided only a small increase in the amounts of variance explained by the predictor variables. However, the TPB model of direct factors was found to be a good-fitting model showing attitude towards behaviour, and perceived behavioural control; as predictors of intention; and intention as a stronger predictor of use of ICT than perceived behavioural control. By demonstrating the significance of those factors as predictors of intention and use of ICT, this study suggests that augmenting teachers' positive attitudes towards the use of ICT and supporting them technically and personally could encourage teachers to increase the use of ICT in their teaching. This study also suggested a need for future research on the direct influence of salient beliefs on intention, and behaviour (use of ICT) respectively. Although the TPB model is theoretically and statistically justifiable, further testing with different samples is required. Through its use of a theoretical and statistical modeling approach, the current study represents an initial step towards uncovering fundamental mechanisms that explain teacher use of ICT in teaching.

Diss. (sammanfattning) Umeå : Umeå universitet, 2005. / Härtill 8 uppsatser och 3 appendix.

Thesis (M.A.)--Bowling Green State University, 2008. / Document formatted into pages; contains v, 89 p. Includes bibliographical references.

Thesis (M.A.)--Trinity Evangelical Divinity School, 2006. / Abstract. Includes bibliographical references (leaves 106-108).