Digital technologies integration in the classroom. A teacher’s perspective

Abstract

This paper focuses on determining and analyzing the factors which lead high school teachers in southeastern Albania to integrate digital technologies in the classroom. For this purpose, a survey was conducted. Factor analysis was used to determine the factors and the Pearson correlation coefficient was used to analyze the correlation of these factors. This method proved to be stable and reliable and can be recommended for use in educational technology research. Based on the factors’ inter-correlations, an apparent result is that: a better knowledge of software applications positively influences teachers’ digital technology use and their self-confidence. It also increases teachers’ motivation to use digital technologies in the classroom. Competence seems to be the most relevant factor that influences teachers to integrate digital technologies in the classroom.
 
 Keywords: digital technologies, competence, factor analysis, teaching, high school;

Technology Acceptance Model and Learning Management Systems: Systematic Literature Review

“…New extensions and modifications of the model are proposed to encompass various factors affecting the decision to adopt and accept, instead of rejecting a particular technology in the learning and teaching environment. Instructors are as important [37][38][39][40] as their students because, without the instructors, students will have a limited understanding of acquired knowledge or no knowledge at all. Since education needs students and instructors [41][42][43][44] to be effective, they must also be in the LMS, so future studies should focus more on instructors as well.…”