Integrating technology into teaching: Factors influencing rural teachers’ innovative behavior

Wu, Di; Zhou, Chi; Liang, Xingfang; Li, Yating; Chen, Min

doi:10.1007/s10639-021-10815-6

Cited by 21 publications

(13 citation statements)

References 80 publications

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“…Teachers' information literacy is a comprehensive quality that demonstrates that they purposefully and reasonably use digital resources in teaching and learning. In a more practical sphere, the organizational environment, peer support, and information literacy have positive impacts on teachers' innovative behaviors, while excessive technostress, as Wu et al (2022) also argue, will hinder teachers' IWB. However, there is evidence from this study and previous ones (e.g.…”

Section: Discussionmentioning

confidence: 97%

“…Research considers knowledge and the desire to learn (Chou et al. , 2019; Wu et al. , 2022), perceived ease of use (Nair and Das, 2012), attitudes towards digital tools (Jogezai et al.…”

Section: Theoretical Background and Hypothesis Formationmentioning

confidence: 99%

“…To be effective in using digital resources in instruction, teachers need to believe in their DC (Calvani et al, 2012). Research considers knowledge and the desire to learn (Chou et al, 2019;Wu et al, 2022), perceived ease of use (Nair and Das, 2012), attitudes towards digital tools (Jogezai et al, 2021), beliefs and the organizational environment (Chen et al, 2021;Song et al, 2014), and access to professional development programs and ICT resources (Ismail et al, 2020) as the most prominent drivers of teachers DC. Literature has further categorized all these into external-and internal-level factors (Cattaneo et al, 2021).…”

Section: Theoretical Background and Hypothesis Formationmentioning

confidence: 99%

“…Research has mostly considered innovative work behavior in relation to leadership capital (Chou et al, 2019) and less about teachers' innovative behaviors that help influence their DC to better support students in the meaningful use of digital resources. Considering this research gap, we assume that teachers' IWB in the context of new instructional ideas (Wu et al, 2022) has a phenomenal role in this regard and have formulated the following hypothesis: H5. Teachers' innovative work behavior can predict their DC.…”

Section: Innovative Work Behaviormentioning

confidence: 99%

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Native, addict, innovator: young teachers' digital competence in the post-COVID-19 instructional era

Jogezai,

Baloch

2023

IJEM

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PurposeThe COVID-19 pandemic, in addition to posing challenges, has also created opportunities for greater digital integration than ever. However, the scale and efficacy of digital integration are contingent on the digital competence (DC) of teachers. In the same way, how well teachers learn and teach online may depend on how willing they are to try new ways of digitizing learning or being innovative. This study aimed to ascertain if teachers' digital nativeness, digital addiction and innovative work behavior had an impact on their DC.Design/methodology/approachThe study used a quantitative research method, whereby data were collected from 276 schools, colleges and university teachers. The researchers employed structural equation modeling (SEM) using SmartPLS to analyze the data.FindingsThe results illuminate the literature regarding DC and the predictive capability of teachers' digital nativeness, digital addiction and innovative work behavior, which can contribute to paving the way for digitizing teaching and learning in the post-COVID-19 era.Research limitations/implicationsThe study has significant implications for meaningful learner engagement by explaining the importance of teachers' digital competencies and how they could be approached conceptually to better understand the factors associated with teachers' DC. The differences in DC between digital natives and digital emigrants remain one of the limitations that future research may address.Practical implicationsThe results have policy level and practical implications for organizations to consider the value of young teachers in the integration of digital resources. It is also critical to encourage teachers' innovative behavior in the digitization of teaching by creating a supportive organizational environment.Originality/valueThe study remains valuable in the post-COVID-19 era, where educational institutes are revisiting the prospect of online learning as a parallel to in-person teaching. The results remain innovative and genuine and have not been explored in previous research, in particular in the post-COVID-19 era. The involvement of teachers from schools, colleges and universities makes the results more general, which all of them can equally benefit from.

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Section: Discussionmentioning

confidence: 97%

“…Research considers knowledge and the desire to learn (Chou et al. , 2019; Wu et al. , 2022), perceived ease of use (Nair and Das, 2012), attitudes towards digital tools (Jogezai et al.…”

Section: Theoretical Background and Hypothesis Formationmentioning

confidence: 99%

Section: Theoretical Background and Hypothesis Formationmentioning

confidence: 99%

Section: Innovative Work Behaviormentioning

confidence: 99%

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Native, addict, innovator: young teachers' digital competence in the post-COVID-19 instructional era

Jogezai,

Baloch

2023

IJEM

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“…Business, computer science, economics, and sociology are just a few of the domains in which knowledge sharing and knowledge transfer have been extensively investigated. Even though many people have talked about knowledge sharing in organizations ( Srivastava et al, 2006 ; Tohidinia and Mosakhani, 2010 ; Tangaraja and Rasdi, 2013 ; Wu et al, 2022 ), few studies have looked into how employees hide their knowledge ( Peng, 2013 ; Černe et al, 2014 ; Ahmad and Akbar, 2021 ; Chatterjee et al, 2021 ; Mahmoud et al, 2021 ; Waheed et al, 2021 ). Although more emphasis is being paid to the “knowledge sharing” behaviors of workers in various working contexts, limited information is available about academics’ “knowledge hiding” activities in the academic environment.…”

Section: Introductionmentioning

confidence: 99%

A three wave longitudinal study of school innovation climate and entrepreneurship teachers’ acceptance to technology: Moderating role of knowledge sharing and knowledge hiding

et al. 2022

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Entrepreneurship and business school teachers must extensively use technological and innovative tools to increase the efficacy of their instructional methods. This research aimed to investigate the teachers’ acceptance of technology in the school innovation climate, to enhance the use and effectiveness of educational technology in Thai entrepreneurship and business schools. Furthermore, the conditional influence of knowledge hiding and sharing on the link between school innovation climate and educational technology has been investigated and reported. Using a longitudinal study design data were gathered from the 204 entrepreneurship teachers of six different universities in Pattani, Bangkok, and Songkla Provinces, Thailand. Based on SamrtPLS 3.3.3 analysis, results revealed that the “school innovation climate” positively impacts educational technology use. Additionally, knowledge hiding and sharing moderated the relationship between “school innovation climate” and acceptance of educational technology (actual use of educational technology, perceived usefulness, and perceived ease of educational technology). Current research attempted to bridge the gap between knowledge management and innovation theories application in entrepreneurship education. The study brings key policy implications for school leaders and practitioners and suggests several directions for future research.

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Digital Literacy: Evolution, Evaluation and Enhancement

2024

Lecture Notes in Computer Science

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Integrating technology into teaching: Factors influencing rural teachers’ innovative behavior

Cited by 21 publications

References 80 publications

Native, addict, innovator: young teachers' digital competence in the post-COVID-19 instructional era

Native, addict, innovator: young teachers' digital competence in the post-COVID-19 instructional era

A three wave longitudinal study of school innovation climate and entrepreneurship teachers’ acceptance to technology: Moderating role of knowledge sharing and knowledge hiding

Digital Literacy: Evolution, Evaluation and Enhancement

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