A theoretical framework that aims to account for people’s intentions to use specific technologies. Specifically, this theory predicts that people’s (a) expectations about the degree to which a type of technology is effective, user friendly, enjoyable, and socially acceptable and (b) perceptions about relevant resources, skills, capabilities, and anxiety will determine their behavioral intentions.
Published in Chapter:
Developing an Intergroup Communication Intervention Curriculum: Enhancing Workforce Skills Across Generations
Kate Magsamen-Conrad (Bowling Green State University, USA), Jeanette M. Dillon (Bowling Green State University, USA), Lisa K. Hanasono (Bowling Green State University, USA), and Paul Anthony Valdez (Bowling Green State University, USA)
Copyright: © 2020
|Pages: 29
DOI: 10.4018/978-1-7998-0437-6.ch008
Abstract
This chapter describes a community-based participatory research project that embraces opportunities to augment the skills necessary to excel in an increasingly diverse workforce, especially in terms of proficiency in communication, social interaction, and technology. The Intergroup Communication Intervention (ICI) provides needed technology skills training to older adults in a community setting to improve intergroup relationships, foster positive civic attitudes and skills, and reduce ageist attitudes of younger adults. Participants build workforce skills necessary for future success as the project advances group and interpersonal communication skills across generations using technology pedagogy to bridge the divide. The ICI approach is systematic and grounded in theory. Analyses across the project's last three years demonstrate how communication processes ignite the powerful bonding that can occur over technology. This chapter encourages future research with similar goals of using longitudinal, communication studies to enhance community, competencies, and the future workforce.