Expectations, realizations, and approval of tablet computers in an educational setting
The introduction of new technologies in classrooms is often thought to offer great potential for advancing learning. In this article, we investigate the relationship between such expectations and the post-implementation evaluation of a new technology in an educational setting. Building on psychological research, we argue that (1) high expectations (ex ante) can undermine the approval ratings of new technologies (ex post); and (2) individuals’ post-implementation evaluations are more likely to exceed their expectations when they can exert power over the introduction of a new technology. We test these predictions on a sample of 750 respondents from primary and secondary schools in Flanders with and without tablet computers. Our findings are supportive of both theoretical predictions.
KeywordsTablets Technology acceptance theory Education Survey Belgium
The authors are grateful to the editor, two anonymous referees, Sibel Aydogan, Peter Claeys, Gianmarco Daniele, Achmed M. Darwish, Luc Hens, Bruno Heyndels, Joshua Holm, Jamal Shahin, Carine Smolders, Ellen Van Droogenbroeck, Leo van Hove and Pascal Verhoest for excellent comments and suggestions, and FWO Vlaanderen (Grant G.0012.22) for financial support.
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