Digitalisation of Schools from the Perspective of Teachers’ Opinions and Experiences: The Frequency of ICT Use in Education, Attitudes towards New Media, and Support from Management

Abstract

The digitalisation of education has become an irreversible process, and Poland is no exception. However, the issue of ICT usage in education raises many concerns and controversies, posing numerous methodological challenges at the same time. In the interpretation of our research, one of the most frequently used and validated models in empirical research—the Unified Theory of Technology Acceptance and Use (UTAUT) model—was used. The aim of the research was to show the frequency of use of popular hardware, software and websites among teachers from Poland (in the Silesia Province) and finding answers to the questions pertaining to the main determinants of digital teaching aids. The frequency of ICT use in education was juxtaposed with the attitudes towards new media in the school environment as well as with the support of managers in that area. Quantitative research was conducted on a sample of N = 258 in 2020. A questionnaire in the form of a digital diagnostic survey was used to collect data. Based on the data collected, it was noted that: (1) Teachers use virtual systems (eRegisters) and interactive whiteboards most often, while educational podcasts and software for learning foreign languages are used least often; (2) approximately 40% of teachers use ICT often or very often in their school teaching; (3) in public schools, digital teaching aids are used slightly more often than in non-public institutions; (4) teachers are consistent in their use of digital teaching aids, so the individuals experimenting with and implementing ICT at school do so regardless of the type of software and hardware; (5) active support from school head teachers strengthens the frequency of ICT use in education; and (6) in schools where the use of smartphones by students is prohibited, the frequency of ICT use in education is at a lower level.

Information and Communication Technologies in Primary Education: Teachers’ Perceptions in Greece

“…In the present research, ICT use was considered as a 7-point Likert scale variable referring to the frequency of ICT use in educational practice, as reported by other researchers as well [35,65,66]. Based on Figure 1, below, it becomes obvious that the majority of teachers use ICT in educational practice at high levels.…”

Evaluation of the Quality of Higher Education Services by Revised IPA in the Perspective of Digitization

“…In the educational process, the need for pedagogical and digital training of teachers is recognized [33]. Studies [34] have shown that in schools where the use of smartphones by students is prohibited, a lower frequency of TIC use is recorded. The concern for understanding trends in education is also reflected in the results of various studies carried out in schools in various countries.…”

“…The concern for understanding trends in education is also reflected in the results of various studies carried out in schools in various countries. In the educational process, teachers are using virtual systems and interactive whiteboards more often, being consistent in the use of digital tools [34]. Active support from the institutional management strengthens the frequency of using digital media in education.…”

Understanding the Factors Influencing Consumers’ Intention toward Shifting to Solar Energy Technology for Residential Use in Saudi Arabia Using the Technology Acceptance Model

“…Given its robustness, many rigorous models have been applied to expanding TAM to explain the user acceptance of new technologies. Among these studies, some were proposed in the context of advances in digital technology in education [31][32][33]. Tao et al in [32] proposed a longitudinal acceptance model for e-learning by combining TAM with Task-Technology Fit (TTF).…”