Technology in UK education culture

Chapter 5 provides an example of doing technology acceptance research which is critical, constructivist, and holistic. It focuses on the UK education system. New dimensions of ‘technology acceptance’ come forward, next to a culture driven by performance and pressures of time. It is a concrete example of ‘decoding technology acceptance in education’. This chapter also shows how strong technological determinism is in the everyday practice of educators. New dimensions of 'technology acceptance' come forward, next to a culture driven by performance and pressures of time. It is a concrete example of 'decoding technology acceptance in education'. This chapter shows how strong technological determinism is in the everyday practice of educators. It exemplifies the results which can be achieved by following that sort of interdisciplinary, mixed-methods way forward. The use of technology is a behaviour clearly influenced by significant cultural pressures in the UK's education system. Technology acceptance now lives in a context, rather than remaining a stimulus-response mechanism based on system design characteristics. 'Change' is a pervasive factor in the current educational context. It includes the reform policies, but equally, more direct dynamics in the immediate school environment. Based on prior literature, one could conclude that language labs are not used because they are associated with a drill-and-practice pedagogy, which would not sit well in a teacher's socio-constructivist preferences.