TEACHER ADOPTION OF INTEGRATING COMPUTER-BASED ASSESSMENT TOOLS IN PUBLIC SCHOOLS OF DUBAI

Dubai School Systems have provided an impressive physical as well as soft infrastructure to their teachers. These schools are ready for adoption of advanced learning technologies. This paper presents an analysis of the willingness and impediments to adoption of computer-based assessments systems (CBA) for teachers in public schools of Dubai. A survey based on Unified Theory of Acceptance and Use of Technology (UTAUT) was developed and deployed to judge the adoption stance of these teachers. The survey was conducted in 26 randomly selected schools with a response rate of 412 teachers (n = 412). This paper focuses on discussing the facilitating condition aspect of the model. While this factor could not be studied quantitatively due to lack of uni-dimensionality and internal consistency of the related survey items, a qualitative analysis was carried out based on open-ended comments from the participating teachers. There were no teacher comments criticizing the lack of the relative advantage, the perceived usefulness, or the quality or effectiveness of the outcomes of CBA, which are constructs of the performance expectancy factor. Similarly, there were no complaints related to the complexity of the software, or the lack of the perceived ease of use, which are the constructs of the effort expectancy factor. Finally, teachers did not complain about the lack of social influence by the management, colleagues, or students on the teachers to adopt CBA, but only one comment expressing the need for the management's support. The 106 negative comments about facilitating conditions were about lack of teacher training, infrastructure, technical support, student training, system compatibility and available time in descending order of importance.