Promoting the integration of technology in teaching: An analysis of the factors that increase the intention to use technologies among Italian teachers

Menabò, Laura; Sansavini, Alessandra; Brighi, Antonella; Skrzypiec, Grace; Guarini, Annalisa

doi:10.1111/jcal.12554

Cited by 22 publications

(16 citation statements)

References 65 publications

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“…One of the most important factors for teachers to consider is the extent to which it is easy to use technology (Venkatesh et al, 2003 ). According to the findings of this study, they are more likely to have the intention of using technology if they find it user-friendly, as found in previous studies (Asghar et al, 2021 ; Dindar et al, 2021 ; Luik and Taimalu, 2021 ; Menabò et al, 2021 ; Rashid et al, 2021 ; Saidu and Mamun, 2022 ; Sharma and Saini, 2022 ). It is undeniable that most of them had to rely primarily on their digital devices throughout ERT during the pandemic.…”

Section: Discussionsupporting

confidence: 86%

“…Of the four factors discussed on the basis of the UTAUT model, PE, EE, and SI had a significant relationship with Malaysian ESL teachers' BI to use technology in their post-COVID-19-era ESL classrooms. However, EE emerged as the most significant factor affecting their BI, which suggests that the majority of Malaysian ESL teachers are more likely to have strong intention of integrating technology into their ESL classroom if they perceive doing so to be easy and effortless, as presented in previous studies (Asghar et al, 2021 ; Dindar et al, 2021 ; Luik and Taimalu, 2021 ; Menabò et al, 2021 ; Rashid et al, 2021 ; Saidu and Mamun, 2022 ; Sharma and Saini, 2022 ). If they find technology to be user-friendly, they will be accepting of it and attempt to implement it in their daily English lessons, resulting in positive development of their attitudes (Wah and Hashim, 2021 ).…”

Section: Discussionmentioning

confidence: 59%

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Factors affecting Malaysian ESL teachers' behavioral intentions for technology use in the post-COVID-19 era

Chun

Yunus²

2023

Front. Psychol.

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This study aimed to investigate English as a Second Language (ESL) teachers' technology acceptance levels and to identify the factors affecting their behavioral intentions (BI) with respect to technology use in the post-COVID-19 era. A cross-sectional survey of 361 Malaysian ESL teachers was conducted. Participants were recruited via convenience sampling, and they answered an online survey questionnaire that was designed with reference to past studies. The collected data were analyzed via descriptive statistics, Pearson's correlation, and multiple regression analyses. The findings revealed that Malaysian ESL teachers generally had a high level of technology acceptance in the post-COVID-19 era. Their BIs had a significant relationship with three factors: performance expectancy (PE), effort expectancy (EE), and social influence (SI), of which EE was identified as the most significant factor influencing their BI with respect to technology use in the post-COVID-19 era. Conversely, the presence of facilitating conditions did not have a substantial connection with ESL teachers' behavioral intentions for technology use after the pandemic, despite the fact that there was weak positive relationship with each other. This study provides insights for the field of educational psychology by identifying the current trends in ESL teachers' behavioral intentions in adopting technology in the post-COVID-19-era ESL classrooms. The findings of this study may also support investigations into technology acceptance in ESL teaching, illustrating a growing need to provide adequate educational and technological tools, resources, and facilities to facilitate the delivery of lessons by ESL teachers. Future studies should conduct longitudinal research and investigate more variables from different technology acceptance models.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 59%

Factors affecting Malaysian ESL teachers' behavioral intentions for technology use in the post-COVID-19 era

Chun

Yunus²

2023

Front. Psychol.

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“…In fact, TPACK has been used as an important variable to measure teachers' online teaching readiness during the COVID-19 pandemic (Howard et al, 2021;Scherer et al, 2021). In addition, other studies of teachers amidst the pandemic demonstrated a positive influence of online teaching self-efficacy, a scale closely related to TPACK scales used in this study, and their intention to integrate technology in their practice (Chou & Chou, 2021;Menabò et al, 2021). Therefore, it is argued that teachers' TPACK efficacy can be a leading indicator of their continuous intention to work in virtual environments and there exists a strong need to enhance their TPACK for online or distance education.…”

Section: Rq2 How Does Teachers' Tpack Influence Their Continuance Int...mentioning

confidence: 83%

Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey

Khong

Lai

et al. 2022

Educ Inf Technol

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Recently, the coronavirus disease 2019 (COVID-19) pandemic has led to rapid digitalisation in education, requiring educators to adopt several technologies simultaneously for online learning and teaching. Using a large-scale survey (N = 1740), this study aims to construct a model that predicts teachers’ extensive technology acceptance by extending the Technology Acceptance Model (TAM) with their technological pedagogical content knowledge (TPACK) and innovativeness. TAM has been a valuable tool to measure the adoption of new technology in various contexts, including education. However, TAM has been designed and principally applied to assess user acceptance of a specific technology implementation. This study has extended TAM to measure teachers’ technology-enabled practice (online teaching) with the adoption of various technologies. The proposed model explains teachers’ behavioural intention to teach online with a good fit. Our findings revealed the collective effects of TPACK, perceived usefulness (PU) of technology, and innovativeness on teachers’ behavioural intention to teach online post-pandemic. Moreover, the study identified training and support from school as a significant predictor for both teachers’ TPACK and PU. The novelty of this study lies in its model conceptualisation that incorporates both information-technology-based constructs and personal-competence-based features, including TPACK and innovativeness. Furthermore, our study contributes to the growing body of literature that addresses the online teaching adoption by schoolteachers in the post-pandemic era.

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“…This may foster teachers' self-perception of technological proficiency, which is likely to lead to successful implementation of digital tools into educational contexts. On this matter, Menabò et al (2020) have emphasized the importance of teachers' readiness in implementing remote learning and blended teaching modalities in Italian schools to ensure that educational practices match the European recommendations for the digitalization of educational settings. This could enable Italy's recovery from falling behind other European countries in terms of didactic implementation of educational technologies (Avvisati, 2013).…”

Section: The Italian Contextmentioning

confidence: 99%

The Impact of a Post-Pandemic Educational Technology Training on Usability and Acceptance by Teachers of Italian as a Foreign Language

Compagnoni¹

2023

ILD

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The implementation of technologies in language learning classrooms has been accelerated by the Covid-19 pandemic, with a consequential boost in the evolution of educational methodologies towards blending in-person with remote teaching. Consequently, it is necessary that teachers are given opportunities to train their technological competences to conduct and manage an increasingly digitalized language learning environment. Despite the importance of digital approaches to language education, research on the impact of technologies on the teachers’ acceptance and endorsement of digital tools in educational settings are limited, especially with regards to teaching Italian as an L2. Therefore, this article bridges this gap by analyzing the potential implications of a technology-based methodological training on teachers’ adoption and implementation of technologies in educational contexts. It presents the results of a mixed-methods investigation conducted on a group of Italian L2 teachers taking a four-weeks training course on educational technology. Teachers took pre- and post-course TAM tests (Davis, 1989) and participated to online focus groups. Results confirmed the successful impact of the training course on teachers’ acceptance of digital tools and practices. However, the positive effects of technology use on the linguistic competence of Italian L2 students was debated by the teachers. By further investigating survey and focus group responses, this article provides evidence for encouraging teachers’ integrations of technologies in Italian L2 educational contexts. L’impatto sulla loro usabilità e accettazione da parte degli insegnanti di italiano come lingua straniera di una formazione post-pandemica sulle tecnologie didattiche L’uso delle tecnologie digitali nelle classi di lingua straniera ha subito un’accelerazione con la pandemia di Covid-19, con una conseguente evoluzione di metodologie glottodidattiche ibride che combinano l’insegnamento da remoto con quello in presenza. È diventato dunque necessario sostenere la formazione tecnologica di insegnanti per permettere loro di gestire e condurre lezioni di lingua. Nonostante l’importanza di approcci digitali alla didattica linguistica, poche ricerche sono state dedicate all’impatto delle tecnologie sull’accettazione e l’utilizzo di strumenti digitali da parte di docenti, specialmente per quanto riguarda l’insegnamento dell’italiano L2. Per cercare di colmare tali lacune, questo articolo presenta i risultati di un’indagine sull’accettazione e l’applicazione di strumenti digitali da parte di un gruppo di insegnanti di italiano L2 iscritti ad un corso di formazione sulle tecnologie educative. I docenti hanno risposto a questionari TAM (Davis, 1989) e partecipato a focus groups online. I risultati hanno dimostrato l’impatto positivo del corso sui livelli di accettazione e di pratica didattica con le tecnologie da parte degli insegnanti, che hanno però aperto un dibattito riguardo ai benefici delle tecnologie digitali sulle competenze linguistiche di studenti di italiano L2. Attraverso l’analisi delle risposte degli insegnanti ai questionari e alle interviste, l’articolo evidenzierà l’importanza di favorire l’integrazione delle tecnologie digitali in contesti di glottodidattica dell’italiano L2.

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Promoting the integration of technology in teaching: An analysis of the factors that increase the intention to use technologies among Italian teachers

Cited by 22 publications

References 65 publications

Factors affecting Malaysian ESL teachers' behavioral intentions for technology use in the post-COVID-19 era

Factors affecting Malaysian ESL teachers' behavioral intentions for technology use in the post-COVID-19 era

Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey

The Impact of a Post-Pandemic Educational Technology Training on Usability and Acceptance by Teachers of Italian as a Foreign Language

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