Assessing the Adoption of Virtual Learning Environments in Primary Schools: An Activity Oriented Study of Teacher's Acceptance

TL;DR

This study investigates primary school teachers' acceptance of Virtual Learning Environments using a triangulated model based on social, practical, and situated acceptance, combining qualitative methods to understand their perceptions and usage.

Contribution

It introduces a comprehensive activity-oriented model to analyze teachers' acceptance of VLEs, integrating multiple acceptance approaches with qualitative insights.

Findings

Teachers perceive VLEs as transforming their practices

VLEs influence teacher-parent-student relationships

Acceptance varies based on activity and context

Abstract

This article studies the conditions of use of a VLE (Virtual Learning Environment) by primary school teachers. It first presents a triangulated model to explore Virtual Learning Environments' adoption in primary schools. The theoretical models cover three approaches: the social acceptance, the practical acceptance and the situated acceptance. The situated acceptance of teachers is studied according to the model by using activity theory and qualitative methods (individual and collective interviews). Our study describes how teachers (8 participants) perceived the role of the VLE in the evolution of their working practices (maintaining, transforming or restricting existent practices), in their relationship with parents and in the follow-up of their students.