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dc.contributor.authorHassan, Mamdouh
dc.contributor.authorGeys, Benny
dc.date.accessioned2016-01-04T09:25:18Z
dc.date.accessioned2016-06-15T08:27:48Z
dc.date.available2016-01-04T09:25:18Z
dc.date.available2016-06-15T08:27:48Z
dc.date.issued2016
dc.identifier.citationJournal of educational change, 17(2016):171-190nb_NO
dc.identifier.issn1389-2843
dc.identifier.issn1573-1812
dc.identifier.urihttp://hdl.handle.net/11250/2392609
dc.descriptionThis is the accepted and refereed manuscript to the articlenb_NO
dc.description.abstractThe 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 i) high expectations (ex ante) can undermine the approval ratings of new technologies (ex post); and ii) 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.nb_NO
dc.language.isoengnb_NO
dc.publisherSpringernb_NO
dc.titleExpectations, Realizations, and Approval of Tablet Computers in an Educational Settingnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.date.updated2016-01-04T09:25:18Z
dc.source.journalJournal of educational changenb_NO
dc.identifier.doihttp://dx.doi.org/10.1007/s10833-015-9270-4
dc.identifier.cristin1305242
dc.description.localcode2. Forfatterversjonnb_NO


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