TY - JOUR
T1 - Promoting the integration of technology in teaching
T2 - An analysis of the factors that increase the intention to use technologies among Italian teachers
AU - Menabò, Laura
AU - Sansavini, Alessandra
AU - Brighi, Antonella
AU - Skrzypiec, Grace
AU - Guarini, Annalisa
PY - 2021/12
Y1 - 2021/12
N2 - 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.
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.
KW - COVID-19
KW - distance education
KW - online teaching self-efficacy
KW - perceived ease of use
KW - perceived usefulness
UR - http://www.scopus.com/inward/record.url?scp=85113462788&partnerID=8YFLogxK
U2 - 10.1111/jcal.12554
DO - 10.1111/jcal.12554
M3 - Article
AN - SCOPUS:85113462788
SN - 0266-4909
VL - 37
SP - 1566
EP - 1577
JO - JOURNAL OF COMPUTER ASSISTED LEARNING
JF - JOURNAL OF COMPUTER ASSISTED LEARNING
IS - 6
ER -