Going Green: Theory of Reasoned Action Application to Examine the Consumer Intention Through Mediating Role of Green Technology Beliefs

Technology usage has increased enormously in recent decades by different organizations to meet the consumers' growing demands. Technology growth has contributed to high energy consumption and overutilization of natural resources, which caused environmental deterioration. The awareness of eco-efficiency and sustainable environment has accelerated worldwide. Industries in developed countries have implemented green technologies to meet their environmental objectives. Developing countries also follow the same footprints and endorse different organizations, including the banking sector, to adopt green technology. Therefore, the present study focused on analyzing the determinants that lead to the successful adoption of green technology in the Pakistani banking sector. A survey has conducted amongst branch managers working in Pakistani banks. Findings revealed that subjective norm, green technology belief, green technology knowledge, and green technology attitude plays a significant role in positively influencing the intentions towards the usage of green technology.

Special Education Teachers’ Experience, Confidence, Beliefs, and Knowledge About Integrating Technology

This study investigated the perspectives of elementary special education teachers regarding integrating technology into lessons. Eight special education teachers at a private university laboratory school, who varied in their levels of teaching experience and confidence with using technology, participated in the study. We interviewed each teacher three times, with two of the interviews following our observations of technology-integrated lessons. Qualitative analysis of interview transcripts provided insight into the interrelationships among teachers’ technological pedagogical content knowledge, teaching experience, confidence with using technology, beliefs about the role of technology in education, and perceptions of the benefits and challenges associated with using it. Teachers’ perceptions of the value of technology in special education classrooms included providing differentiation, offering varied representations of content, enhancing motivation and engagement, facilitating formative assessment, and fostering life skills. Challenges of integrating technology included technology malfunctions and lack of teacher and student technological knowledge.

The "third"-order barrier for technology-integration instruction: Implications for teacher education

<span>Technology integration is a major trend in contemporary education practice. When undertaking technology integration in classrooms, a first-order barrier and a second-order barrier, as proposed by Ertmer (1999), can hinder its implementation. The first-order barrier is external, such as lack of adequate access, time, training and institutional support. The second-order barrier includes teachers' personal and fundamental beliefs such as teachers' pedagogical beliefs, technology beliefs, willingness to change. This paper argues that the lack of design thinking by teachers may be the "third"-order barrier for technology integration.</span>

Innovation Diffusion and E-Collaboration

Organizational arrangements such as telework are often believed to disrupt workers’ social networks. This raises a concern regarding teleworkers’ abilities to adjust to technological changes in organizations. Based on innovation diffusion theory, this chapter considers telework and interdependence as parallel dimensions of social proximity that may be expected to affect the diffusion of innovation in terms of users’ social information processing (i.e., their technology beliefs, communication channels, and information sources). This proposition is investigated in a field-study conducted during the migration of a business unit to a new communications system. Technology users at the business unit were surveyed three times over a 12-week period—right before the conversion to the new system and at two six-week intervals following the conversion. These surveys assessed the impact of telework on respondents’ beliefs toward the communication technology. Findings partially supported our hypotheses regarding the negative effect of remoteness on beliefs about technology. Users were then surveyed to investigate the media and sources they utilized to stay informed about the new technology. As anticipated, telework was related to an increased use of electronic media and of individual and authority information sources. Contrary to our expectations, though, results indicated a positive effect of telework on the use of collective sources and face-to-face media. Therefore, we conclude that teleworkers make a special effort to preserve their social networks.