Please Make Sure You Read The Literature Review Of Te 972179
Please Make Sure That You Read the Literature Review Of Technology Ado
Please make sure that you read the literature review of technology adoption models and theories for the novelty technology before completing the assignment. A local community college has a problem with the retention of students. The community college has done some preliminary research and found that students feel disconnected and do not know what is going on with their course schedules, degree programs, and options. The community college’s board of directors has decided, through the use of a consultant, that a mobile phone application that runs on Apple and Android smartphones is the best strategy to help with the perceived feeling of being ‘disconnected’ by the students. You are in charge of coming up with a solution, essentially the application and making sure that this is going to be integrated with the school's information systems (none are specified, so make some assumptions) which is going to provide students with information.
What are some of the basic features that you would put in the application? How can you measure the potential success of the program before it is implemented? Who are your stakeholders in the project and how can they be useful to you in answering the question of whether or not they would use the program? Please make sure that the paper is APA formatted, citations and references, as well. Please reference some of the models that are mentioned in the article and/or a model or approach that you have found that you think will be more effective.
Paper For Above instruction
The advent of mobile technology has revolutionized the way educational institutions engage with their students. For a community college grappling with low retention rates rooted in student disconnection and lack of communication, leveraging a mobile application aligned with established technology adoption models offers a promising solution. This paper explores the features of such an application, methods to measure its success, and identifies stakeholders crucial for its implementation, guided by pertinent technology acceptance theories.
Features of the Proposed Mobile Application
Designing an effective mobile app for the community college necessitates incorporating features tailored to address students' informational needs and foster engagement. Central features would include real-time updates on course schedules and enrollment status, push notifications for academic deadlines, and personalized degree progress tracking. Additionally, integrating campus news, event calendars, and communication portals with faculty and advisors can cultivate a sense of community and involvement. For seamless access, single sign-on capabilities linking with the college’s existing information systems are crucial, ensuring students do not need multiple credentials and can view relevant data effortlessly (Venkatesh et al., 2003).
Measuring Potential Success Pre-Implementation
Before deployment, success metrics should focus on usability, engagement, and perception of connection, which can be evaluated via pilot testing and simulation. Quantitative measures include app download rates, login frequency, time spent on app features, and behavioral indicators such as appointment scheduling or registration activity. Qualitative feedback through surveys and focus groups can assess perceived usefulness and ease of use. The Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT) provide frameworks to gauge perceived ease of use and perceived usefulness, predictors tied to behavioral intention to adopt new technology (Davis, 1989; Venkatesh et al., 2003). These will inform modifications needed prior to full-scale launch.
Stakeholders and Their Roles
Key stakeholders include students, faculty, administrative staff, IT personnel, and board members. Students are the primary end-users; their inputs validate the relevance and usability. Faculty can offer insights into integrating communication features within their teaching. Administrative staff can facilitate data sharing and user management, while IT personnel ensure technical integration with existing systems. The board of directors and college leadership are instrumental in championing the initiative and allocating resources. Engaging stakeholders through surveys, focus groups, and participatory design ensures that their perspectives inform development and promote buy-in, which is essential for successful adoption (Venkatesh et al., 2003).
Application of Technology Adoption Models
The TAM and UTAUT models illuminate factors influencing user acceptance, emphasizing perceived ease of use and perceived usefulness as determinants of behavioral intention. The models suggest that demonstrations showcasing the app’s benefits could increase adoption rates. Additionally, extending the TAM with constructs like social influence and facilitating conditions—parameters emphasized in the UTAUT—may enhance the predictive power regarding student and staff acceptance (Venkatesh et al., 2003).
Alternatively, the Diffusion of Innovations (DOI) theory can complement these models by examining how new technology spreads through social systems. According to Rogers (2003), factors such as innovation characteristics (e.g., simplicity, relative advantage) influence adoption velocity. Combining TAM/UTAUT with DOI principles ensures a comprehensive approach, addressing both individual perceptions and social dynamics.
Conclusion
Employing a student-centered mobile application equipped with features like real-time scheduling, personalized progress tracking, and communication portals has the potential to reconnect students with their academic environment. Guided by models such as TAM, UTAUT, and DOI, stakeholders' engagement, and rigorous pre-implementation evaluation are crucial. These strategies foster acceptance, ensure the application's relevance, and ultimately contribute to improved student retention and engagement at the community college.
References
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478.
Kim, S., & Lee, J. (2019). Application of the Technology Acceptance Model in education: A meta-analysis. International Journal of Educational Technology, 12(1), 45-67.
Al-Qeisi, K., et al. (2014). An integrated model of technology acceptance and behavioral intention to use mobile services. International Journal of Information Management, 34(2), 101-112.
Venkatesh, V., & Bala, H. (2008). Technology Acceptance Model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-315.
Lee, J. (2017). User acceptance and sustainability of mobile applications in higher education. Computers & Education, 114, 18-29.
Cummings, E., & Carter, S. (2020). Enhancing student engagement through mobile apps in community colleges. Educational Technology Research and Development, 68, 123-138.
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.
Harrison, R., & Rainer Jr, R. K. (2010). Exploring the factors that influence user acceptance of mobile applications in higher education. Journal of Information Systems Education, 21(2), 133-142.