Innovativeness and Factors that Affect the Information Technology Adoption in the Classroom by Primary Teachers in Chile

Abstract

This research examines the factors that influence the intention to use information technology in the classroom by primary school teachers based on the Unified Theory of Acceptance and Use of Technology and their technological predisposition. In particular, the relationship between teachers' innovativeness and their beliefs associated with the use of technology in the classroom was analyzed. To this end, 212 teachers from three provinces of Chile were surveyed. Data were analyzed using partial least squares statistical technique. Results indicate that performance expectancy, social influence, and facilitating conditions influence the intention to use information technology in the classroom. It was found that the intention to use construct is a determinant of the use of technology, which validates the robustness of the model in a context of primary education. In addition, it was validated that teachers' innovativeness determines their beliefs about the use of information technology in the classroom.

Personality Types as Moderators of the Acceptance of Information Technologies in Organizations: A Multi-Group Analysis in PLS-SEM

“…This result supports the importance that users place upon what others think about their behavior. This finding is in line with the results of other research conducted in Chile associated with other information technology [31,51]. On the other hand, EE is essential if users are observed as a whole, but if they are segmented by personality type, EE only affects Type 2, the set of individuals with a personality closer to what the literature terms "over-controllers" [45].…”

“…The authors theorize that gender, age, experience, and degree of willingness moderate the hypothesized relationships. This unified model explained approximately 70% of the variance in behavioral intention, a value for which UTAUT has been widely used in different research related to diverse technologies and contexts [23,[30][31][32][33]. The robustness of the UTAUT model makes it a good theory to explain ERP system adoption at work, considering the personality type of users.…”

Framework for teachers' acceptance of information and communication technology in Pakistan: Application of the extended UTAUT model

“…According to Lopez‐Perez, Ramirez‐Correa, and Grandon (2019), it is extremely vital to provide constant need‐based support to instructors in the shape of resources, access, encouragement, and training which will support teachers in fine‐tuning their skills with using these innovative tools and thus upgrading them proficiently to get better results in their teaching and classrooms. Tondeur, Van Braak, Ertmer, and Ottenbreit‐Leftwich (2017) stated that in any type of “Instructional‐Program,” a variety of ICT tools can be used by an instructor to support his or her instruction.…”

New alignments for the digital age: insights into connected learning

“…Connected learning via the MOOC for faculty development optimizes participation by leveraging the temporal and spatial flexibility of anytime, anywhere individual/community learning spaces in-between demanding research, teaching and service commitments (Alharbi and Jacobsen 2019 ). In many research projects spanning the last 30 years there has been consistent examination of the effect of time on the use of technologies in learning (López-Pérez et al 2019 ; Soules and Adams 1998 ). Emerging ideas that are pivotal to connected learning are spending too much time online with connecting learning being considered a time sink (Trust and Prestridge 2021 ).…”