Tech team technology support model and new technology adoption at Calgary Girls' School

Abstract

Technology use and adoption in innovative ways is a challenge facing users in today's work and learning environments. Having physical access to technology is not the simple solution to fully integrated use of that technology. This research asks the question: How will a proposed TechTeam technology support model impact new technology adoption by Calgary Girls' School in 2014-2015? This qualitative study used an exploratory case study approach with respondents that included students, staff, and administrators. Fifteen semi-structured interviews were conducted covering topics such as how respondents learned new technology, who they asked for help with technology problems, and what attitudes they had towards trying new technology. Students and staff were also given the opportunity to participate in an anonymous online survey, which asked respondents to share their experience with technology at Calgary Girls' School. A total of 17 respondents completed the single question online survey. Interview responses supported the TechTeam support model as having a positive impact on their technology use and adoption of new technology during the 2014-2015 school year. Respondents' views were mixed, however, on whether perceived ease of use and perceived usefulness of a tech tool affected adoption of new technology. Time and digital literacy were themes that emerged through both the semi-structured interviews as well as survey feedback. This thesis concludes that easy to access collegial technology (tech) support based on the Community of Practice theoretical framework positively contributes to technology use at the Calgary Girls' School.