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Although numerous studies have examined factors that influence smartphone acceptance and use, few have analyzed cognitive age. This study aims to use the unified theory of acceptance and use of technology (UTAUT) to test two models to analyze the moderating effect of cognitive age. This research offers relevant suggestions among different cognitive age groups.

A questionnaire survey was conducted to collect research data in Taiwan and the UTAUT model was used. Model 1 ensures all four antecedent constructs among digital natives (those under 34 years old). Model 2 divides the digital immigrants into two groups to test the influence of cognitive age on the behaviors of smartphone use. This study tests Model 1 using AMOS 20 to examine the measurement and structural model and validates Model 2 using partial least squares (PLSs).

In Model 1, the digital natives have sufficient confidence to accept a new technology with ease and little effort owing to most educational resources and the widespread internet. Group 1 in Model 2 reveals that the behavior of digital immigrants is similar to that of digital natives. For Group 2 in Model 2, they tend to infer that skills or tasks they associate with having higher value are more difficult to learn.

This study provides another dimensional result for different cognitive age groups and it has to consider not only chronological age but also cognitive age in user behavior. The result can enrich the theoretical perspective on technology adoption and use behavior via cognitive age, which is a significant and important self-related factor that can help predict technology adoption and use behavior.

The so‐called “digital native” – the first generation of students and learners who have been born and raised in a world of digital technologies – is now in our universities and, hopefully, using library services. This paper aims to survey recent debate about the delivery of information services to the “digital native”, using Hong Kong academic libraries as a case study to reflect on the appropriateness of the services offered.

The paper questions whether academic libraries which have begun to recognize this phenomenon, and have changed their services significantly in response to this “digital” generation of students and their approach to learning. It looks at the role that academic librarians should have in equipping tertiary students to function in the digital information environment. It also questions whether academic librarians continue to have a role in this, or if they are in fact lagging behind the students' understanding of information technology, and their adoption of new technologies to acquire and use information.

The paper finds that libraries will be better served in the long run if they consider in what particular ways they appeal to students, and focus on developing services that are aligned with student preferences in their access to and use of information. Rather than competing with search engines, libraries can learn from the way in which they design their services, and through link resolving software can combine the convenience of the web with the quality of their own resources. Identifying reasons for using the library which are not satisfied by the internet, and promoting these through improved virtual and physical access help to define the niche that academic libraries serve and how they can build a better affinity with their student community.

The paper provides useful information on developing academic libraries to accommodate the new digital developments in information.

Wikis, as one of the Web 2.0 tools, has been increasingly used to engage students to learn with others in a collaborative virtual environment. However, there are relatively few studies examining the application of wikis in secondary schools. Therefore, this study aims to investigate factors affecting the use of PBWorks (a popular wiki tool).

The aim was achieved by empirically examining an extended technology acceptance model (TAM) from a sample of 429 junior secondary students in Hong Kong. Specifically, relationships among six latent variables, which were school support, teacher support, perceived ease of use, perceived usefulness, attitudes towards use and the intention to use, were posited in the model. The more robust factor-based partial least squares structural equation modelling (factor-based PLS-SEM) was used to test the research model.

The results indicated that most of the hypotheses were supported, which suggested that the extended TAM could explain the rationale behind students’ intentions to use PBWorks for group projects.

This paper extended the original TAM by including two additional variables (school support and teacher support) for explaining behavioural intentions. Because of the increased use of e-learning platforms in secondary schools, more understanding of what motivates secondary school students’ e-learning intentions is necessary.

The purpose of this paper is threefold. Firstly, a new concept, teacher buoyancy, is introduced. Based on the significance to study how teachers bounce back from minor and frequent setbacks (vs. major adversities emphasized in resilience) in their daily work and the research on buoyancy by Martin and Marsh, a dual-component framework to conceptualize this new concept is introduced. Secondly, the development of a new instrument, the Teacher Buoyancy Scale (TBS), to measure it is presented. Thirdly, results of a study using the TBS are reported, which provide insights into how teacher buoyancy can be fostered.

The study employed a quantitative design. A total of 258 teachers taking a part-time initial teacher education (ITE) program completed the TBS. Their responses were analyzed by exploratory factor analysis (EFA). In addition to descriptive statistics and reliability coefficients, Pearson correlation coefficients were calculated to examine the relationship among the factors.

The data analysis indicated five factors, namely, Coping with difficulties, Bouncing back cognitively and emotionally, Working hard and appraising difficulties positively, Caring for one's well-being and Striving for professional growth. These factors can be readily interpreted by the dual-component framework. Correlations among the factors further revealed that enabling factors can be subdivided into more proximal personal strengths relating to direct coping, and more distal personal assets pertaining to personal well-being. It is the latter that correlates most highly with perceived teacher buoyancy.

The most original contribution of this paper is the proposal of the new concept of teacher buoyancy which is teachers' capacity to deal with the everyday challenges that most teachers face in their teaching. The delineation between buoyancy and resilience sharpens the focus of the problem domain that is most relevant to teachers. The development of the TBS provides a useful and reliable instrument to examine teacher buoyancy in future studies.