Abstract
The literature shows the value of student services in educational institutions and the increasing use of technology in colleges. Expectations continue to grow in California’s community colleges for the increased use of technology to deliver student services. Additionally, technology acceptance is influenced by perceived usefulness and perceived ease of use as well as the facilitating conditions of user inclusion in the system selection, training, and support. Lastly, the student disability educational accommodation process has been outlined and defined by relevant law and court cases including the use of technology as a means of accommodating disabilities. The purpose of this study was to identify the factors that influence the acceptance of technology by students with disabilities at a community college. Commonly used accommodations for students with disabilities are note-taking services and or voice recording lectures, but an examination of the student experience with respect to these accommodations may guide or create barriers for student success. The theoretical framework was the Technology Acceptance Model that identified perceived usefulness and perceived ease of use as technology acceptance predictors with the extension of a subjective norm and three facilitating conditions: user inclusion in system selection, training, and support. A qualitative methodology was used with a semi-structured in-depth interview protocol for participants to share their perspectives with regard to their educational accommodations and assistive technology. Data were presented in a case study format. Participants were purposely asked to participate based on specific selection criteria. Creswell’s (2012) qualitative research design was used for analysis. Generally, students with disabilities have an openness and willingness toward the use of technology as a means of accommodation. Additionally, those who use it view the Livescribe Smartpen and audio recording very positively. Training and support are attributed to the decision-making process. Livescribe Smartpen and audio recording training and support should be developed from ease of use and usefulness demonstrating the benefits. Livescribe Smartpen training must contain note-taking strategies. Note-taking service accommodation is popular, and there is a consensus that it couples with audio recording; however, there are quality control and reliability issues combined with lack of feedback.