June 26, 2011
June 26, 2011
June 29, 2011
Computers in Education
22.1417.1 - 22.1417.9
Technology Adoption Behaviors in a First Year Engineering ClassroomResearch in the industrial and organizational psychology and organizational behavior disciplineshas shown that as technology influences the way companies do business, employers are lookingfor recent college graduates to be the front-runners of technology driven initiatives more so nowthan ever before. It is an assumption that members of the millennial generation are morecomfortable with technology than former generations, which is true on average. However, thereare still students entering college without prior experience with technology, which will hindertheir success in the classroom and on the job market unless they obtain a level of comfort withtechnology throughout their college experience. While many universities have instituted a laptopmandate for undergraduate and graduate engineering programs, many universities still do notrequire students to bring a computer or laptop with them to campus. Our research groupintroduced the use of tablet computers in a first year engineering fundamentals course to increasestudent exposure to technology. A custom Tablet PC software application called MuseInk wasutilized to capture problem solving procedures in a manner that emulates handwritten solutions,but uses digital Ink to record the solutions. This approach introduces different assessment andinstructional capabilities beyond the use of hand written solutions typical of traditional courseswhere assignments are completed with pencil and paper.As with any new implementation of technology, there is a period of resistance and a mixture offeelings toward adoption of the technology. As educators work to introduce new technology intothe standard curriculum, research on the adoption of the technology is imperative to understandwhat drives these adoption behaviors to better inform potential users of ways to mitigateresistance to technology implementation. Our research group surveyed students on theirattitudes and behaviors toward the use of tablet computers and the MuseInk software technologyintroduced into the classroom. Diffusion theory is used to explain the technology adoptionbehaviors. Overall, the attitudes and behaviors associated with the introduction of tabletcomputers and MuseInk software followed adoption patterns typically seen with innovationdiffusion.
Grigg, S. J., & Benson, L., & McGough, C. (2011, June), Technology Adoption Behaviors in a First-Year Engineering Classroom Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18429
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2011 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015