Record Detail

The present study undertook amultilevel analysis
on how school administrators’ view of the diffusion of
adopting technologies in instruction at school level affected
teachers’ acceptance of the use of these technologies in actual
teaching, which, hypothetically, in turn influences students’
learning effectiveness. Thirteen Taiwanese high schools with
hospitality programmes were surveyed using two theoretical
frameworks: diffusion of innovation theory (DOI) and the
unified theory of acceptance and use of technology. A series
of stepwise multiple regressions were administered, and the
results showed that among the variables of DOI within a
school, only efforts of promotion was significant for the
annual budget allocated to innovative technology-based
instruction; this effect was negative. With regard to teachers’
adoption of technology, effort expectancy was significantly
linked to behavioural intention, which also affected actual use
of technology in instruction. Students’ motivation and selfefficacy
were both significant for learning effectiveness. In
terms of multilevel moderations, school’s budget allocated to
innovative technology-based instruction was found to significantly
influence the variables of facilitating condition and
behavioural intention at teacher level, which had no moderating
effect on students’ learning