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Rethinking determinants of primary school teachers’ technology acceptance during the COVID-19 pandemic

The COVID-19 pandemic forced teachers to suddenly change their teaching mode from face-to-face to emergency remote teaching creating the biggest disruption in the history of education. Despite facing significant challenges such as a lack of proper information technology training, teaching unprepared...

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Detalles Bibliográficos
Autores principales: Georgiou, Despoina, Trikoili, Anna, Kester, Liesbeth
Formato: Online Artículo Texto
Lenguaje:English
Publicado: The Author(s). Published by Elsevier Ltd. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10238116/
http://dx.doi.org/10.1016/j.caeo.2023.100145
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author Georgiou, Despoina
Trikoili, Anna
Kester, Liesbeth
author_facet Georgiou, Despoina
Trikoili, Anna
Kester, Liesbeth
author_sort Georgiou, Despoina
collection PubMed
description The COVID-19 pandemic forced teachers to suddenly change their teaching mode from face-to-face to emergency remote teaching creating the biggest disruption in the history of education. Despite facing significant challenges such as a lack of proper information technology training, teaching unprepared students, and infrastructural barriers, there is a gap in research on primary school teachers’ readiness to integrate technology. This study aims to address this gap by utilizing the technology acceptance model to explore the relationships between primary school teachers’ computer self-efficacy beliefs, attitudes, and intentions to incorporate computer-based technology during times of disruption. Participants were N = 144 Greek, primary school teachers, who taught in virtual settings during the pandemic. Findings from structural equation modeling showed that self-efficacy beliefs, perceived ease of use, and perceived usefulness are strong predictors of teachers’ attitudes towards computer use. The study adds to the scarce literature on the crucial role of teachers’ self-efficacy beliefs as drivers of their intention to use technology during emergency remote teaching. Additionally, it highlights the need to consider the unique circumstances in which technology is used and provides insights that can inform the design of effective interventions and policies.
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spelling pubmed-102381162023-06-05 Rethinking determinants of primary school teachers’ technology acceptance during the COVID-19 pandemic Georgiou, Despoina Trikoili, Anna Kester, Liesbeth Computers and Education Open Article The COVID-19 pandemic forced teachers to suddenly change their teaching mode from face-to-face to emergency remote teaching creating the biggest disruption in the history of education. Despite facing significant challenges such as a lack of proper information technology training, teaching unprepared students, and infrastructural barriers, there is a gap in research on primary school teachers’ readiness to integrate technology. This study aims to address this gap by utilizing the technology acceptance model to explore the relationships between primary school teachers’ computer self-efficacy beliefs, attitudes, and intentions to incorporate computer-based technology during times of disruption. Participants were N = 144 Greek, primary school teachers, who taught in virtual settings during the pandemic. Findings from structural equation modeling showed that self-efficacy beliefs, perceived ease of use, and perceived usefulness are strong predictors of teachers’ attitudes towards computer use. The study adds to the scarce literature on the crucial role of teachers’ self-efficacy beliefs as drivers of their intention to use technology during emergency remote teaching. Additionally, it highlights the need to consider the unique circumstances in which technology is used and provides insights that can inform the design of effective interventions and policies. The Author(s). Published by Elsevier Ltd. 2023-12 2023-06-03 /pmc/articles/PMC10238116/ http://dx.doi.org/10.1016/j.caeo.2023.100145 Text en © 2023 The Author(s) Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.
spellingShingle Article
Georgiou, Despoina
Trikoili, Anna
Kester, Liesbeth
Rethinking determinants of primary school teachers’ technology acceptance during the COVID-19 pandemic
title Rethinking determinants of primary school teachers’ technology acceptance during the COVID-19 pandemic
title_full Rethinking determinants of primary school teachers’ technology acceptance during the COVID-19 pandemic
title_fullStr Rethinking determinants of primary school teachers’ technology acceptance during the COVID-19 pandemic
title_full_unstemmed Rethinking determinants of primary school teachers’ technology acceptance during the COVID-19 pandemic
title_short Rethinking determinants of primary school teachers’ technology acceptance during the COVID-19 pandemic
title_sort rethinking determinants of primary school teachers’ technology acceptance during the covid-19 pandemic
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10238116/
http://dx.doi.org/10.1016/j.caeo.2023.100145
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