Date of Conferral

2018

Degree

Ph.D.

School

Education

Advisor

Wellesley Foshay

Abstract

Although school districts provide collaborative cloud computing tools such as OneDrive and Google Drive for students and teachers, the use of these tools for grading and feedback purposes remains largely unexplored. Therefore, it is difficult for school districts to make informed decisions on the use of cloud applications for collaboration. This quantitative, nonexperimental study utilized Venkatesh et al.'s unified theory of acceptance and use of technology (UTAUT) to determine teachers' intent to use collaborative cloud computing tools. Online surveys with questions pertaining to UTAUT's predictor variables of performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC) and UTAUT's criterion variable of behavioral intent (BI) were administered to a convenience sample of 129 teachers who responded to an email solicitation. Pearson correlation results of r = 0.781, r = 0.646, r = 0.569, and r = 0.570 indicated strong, positive correlations between BI and PE, EE, SI, and FC respectively. Spearman rho correlations results of rs = 0.746, rs = 0.587, rs = 0.569, and rs = 0.613 indicated strong, positive correlations between BI and PE, EE, SI, and FC respectively. Simple linear regression results indicated that PE and EE are strong predictors of BI when moderated by age, gender, experience, and voluntariness of use (VU). SI is a strong predictor of BI when moderated by gender, but not by age, experience, and VU. This study's application of the UTAUT model to determine teachers' BI to use collaborative cloud computing tools could transform how administrators and educational technologists introduce these tools for grading and feedback purposes. This study contributes to the growing body of literature on technology integration among K-12 teachers.

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