Promoting the integration of technology in teaching: An analysis of the factors that increase the intention to use technologies among Italian teachers.
Background: The rapid spread of COVID‐19 forced many countries to adopt severe containment measures, transferring all didactic activities into virtual environments. However, the integration of technology in teaching may present difficulties, especially in some countries, such as Italy. Objectives: T...
| Publicado en: | Journal of Computer Assisted Learning Vol. 37; no. 6; pp. 1566 - 1578 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=154143777&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 154143777 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2021 vid: 37 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 154143777 152084112 154143777 154143777 10.1111/jcal.12554 154143777 ppf: 1566 ppct: 12 formats: tig: atl: Promoting the integration of technology in teaching: An analysis of the factors that increase the intention to use technologies among Italian teachers. aug: au: Menabò, Laura Sansavini, Alessandra Brighi, Antonella Skrzypiec, Grace Guarini, Annalisa affil: Department of Psychology, University of Bologna, Bologna, Italy sug: subj: Teachers Italy Teaching Methods Online Education Telecommunications Self-Efficacy Faculty Attitudes Human Italy Multiple Regression Schools, Secondary Education, Non-Traditional Male Female Adult Middle Age Descriptive Statistics Summated Rating Scaling Data Analysis Software Questionnaires Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: Background: The rapid spread of COVID‐19 forced many countries to adopt severe containment measures, transferring all didactic activities into virtual environments. However, the integration of technology in teaching may present difficulties, especially in some countries, such as Italy. Objectives: The present study analyzed how the two main factors of the Technology Acceptance Model (TAM), namely perceived usefulness and perceived ease of use, combined with online teaching self‐efficacy, were associated with the intention to use technology to teach. We posited a moderated moderation model in which perceived usefulness represented the main predictor, with self‐efficacy and perceived ease of use as moderators of intention to use technology to teach. Method: The model was tested through multiple regressions, using the PROCESS macro on SPSS 26 with a sample of 178 upper secondary school teachers in Italy. Results and conclusions: Regressions showed that each variable significantly predicted the intention to use technology. In addition, a moderation effect of self‐efficacy on the perceived usefulness of using technology was found for medium and high‐level of perceived ease of use of technology. Implications: The present study provides targeted implications for distance education policy and practice to promote its adoption (or the blended modality) in Italian upper schools. Lay Description: What is already known about this topic: The spread of COVID‐19 forced schools to transfer didactic activities into virtual environments. However, distance education presented difficulties in its implementation among teachers.Perceived usefulness, perceived ease of use and online teaching self‐efficacy played a crucial role in behavioural intention to use technology.Little was know about the relationship between these factors in fostering technology for distance teaching. What this paper adds: Based on the TAM model, our findings add a new way in which these variables can interact to promote the behavioural intention to use technology in teaching.The greatest level of behavioural intention to use was found when perceived usefulness, perceived ease of use and online teaching self‐efficacy presented high levels.A moderation effect of online teaching self‐efficacy on the perceived usefulness of using technology was described for medium and high level perceived ease of use of technology.High levels of self‐efficacy represented a key factor in promoting the use of distance teaching per se. Implications for practice and/or policy: Interventions and training courses should be implemented to promote perceived usefulness, online teaching self‐efficacy and to provide teachers with easy and straightforward technologies.These training courses may be particular crucial in encouraging teachers to manage distance education (or blended modality) if the spread of COVID‐19 may require a new period of lockdown and closure of schools.Teacher training on these topics is more necessary in countries where that integration of technology into teaching is low, such as in Italy. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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