On the Technology Acceptance Behavior of Romanian Preschool Teachers

Abstract

This study investigates how compatibility and perceived enjoyment affect the link between intention to use and actual technology use in Romanian preschool education, building on earlier studies. Methods: 300 participants were invited to participate in this research from 15 Romanian counties. 182 preschool teachers’ questionnaires were utilized for data analysis after the return and screening of responses. A valid and accurate scale evaluating preschool teachers’ behavior towards technology adoption was included in the questionnaire, along with self-reported demographic data, professional identification, and other information. Data was analyzed using SPSS V.16. Results: (1) Intention to use, compatibility, perceived enjoyment, and actual use were positively associated. (2) The effect of compatibility and perceived enjoyment on the link between intention to use and actual technology use was carried out in the following way: Intention to use → Compatibility with technology → Perceived enjoyment → Actual use. We hypothesize that intention to use affects compatibility, compatibility affects perceived enjoyment, and, lastly, perceived enjoyment affects actual use. For a more robust validation of results, we have also modelled this relationship with the Radial Basis Function (RBF) neural network. Conclusion: Compatibility and perceived enjoyment partially mediate the relationship between intention to use and actual technology use in class by Romanian preschool teachers. According to the theory of planned behavior, this study brought to light the intricacy of the relationship between preschool teachers’ intention to utilize technology in the classroom and their actual usage of it. Limitations and implications are discussed.

Factors Influencing Early Childhood Educators’ Use of Digital Educational Aids: A Sequential Explanatory Study

“…The current study’s findings align with previous research in several ways. Firstly, the study’s identification of factors that influence the effective use of technology in preschool classrooms, such as teacher beliefs and attitudes, availability and accessibility of technology, and curriculum and pedagogy, are consistent with previous studies (Gözüm et al, 2023; Rad et al, 2023). Second, the study’s finding that teachers’ beliefs and attitudes toward technology use in the classroom is a significant factor in determining the effective use of technology, is consistent with previous research (Galman, 2023).…”

The Effect of the Organizational Climate on the Integrative–Qualitative Intentional Behavior in Romanian Preschool Education—A Top-Down Perspective

“…Preschool teachers must constantly reflect on their own beliefs, prejudices, and behaviors. By encouraging critical reflection on behaviors in a real-world setting, reflective practice helps preschool teachers build new knowledge, skills, and attitudes needed in the process of integrating and focusing on behavioral intention toward adopting integrative–qualitative behaviors [ 73 , 74 , 75 ].…”