Investigating Effects of Self-Efficacy and Infrastructure on Teachers' ICT Use, an Extension of UTAUT

Kundu, Arnab; Bej, Tripti; Dey, Kedar Nath

doi:10.4018/ijwltt.20211101.oa10

Cited by 9 publications

(9 citation statements)

References 70 publications

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“…Second, the statistical results suggest that English preservice teachers’ self-efficacy in ICT has a strong positive association with their understanding of infrastructural support ( H2 : β = .57, ρ < 0.001). This result aligns with previous research findings [ 30 , 42 , 69 , 70 ]. Kundu et al [ 70 ] adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) model [ 71 ] to examine how teachers’ self-efficacy and perceived infrastructure impact their ease of ICT use.…”

Section: Discussionsupporting

confidence: 93%

“…This result aligns with previous research findings [ 30 , 42 , 69 , 70 ]. Kundu et al [ 70 ] adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) model [ 71 ] to examine how teachers’ self-efficacy and perceived infrastructure impact their ease of ICT use. Their findings revealed that in terms of facilitating ICT use, perceived infrastructure had a more pronounced individual effect than teachers’ self-efficacy.…”

Section: Discussionsupporting

confidence: 93%

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An empirical study on English preservice teachers’ digital competence regarding ICT self-efficacy, collegial collaboration and infrastructural support

Dai

2023

Heliyon

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Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 93%

An empirical study on English preservice teachers’ digital competence regarding ICT self-efficacy, collegial collaboration and infrastructural support

Dai

2023

Heliyon

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“…Research has demonstrated that individuals' technological behavioral intentions, which also indirectly implies his/ her perception that technology is beneficial, are strongly and positively influenced by self -efficacy (Kundu et al, 2021;Teo & Zhou, 2014). In the context of educational setting, Bakar, Maat, and Rosli (2020) research has shown that regardless of gender and teaching experience, teacher's self-efficacy plays a major role in influencing their intention to incorporate technology into their instructional methods, a finding that remains relevant around two decades later.…”

Section: Self-efficacymentioning

confidence: 99%

“…Facilitating conditions, which refer to the provision of required resources for effective technological utilization, are important factors in determining teachers' intention to use pedagogical technology tools. The provision of reliable technology, adequate training, and ongoing support are deemed essential elements driving teachers' decisions in incorporating technology in their classroom (Kundu, Bej, & Dey, 2021;Wang & Shih, 2009). According to Taimalu and Luik (2019) teachers' personal experience with tech-assisted teaching tools and alignment of the tools with their pedagogical style significantly impact their intent to leverage technology in classroom instructions.…”

Section: Introductionmentioning

confidence: 99%

Geometric AR-based pedagogical module is beneficial: Affecting factors from the lens of Malaysian mathematics secondary school teachers

Yahya,

Ayob,

Jamil

et al. 2024

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The purpose of this study was to predict the likelihood that teachers would consider the Geometric AR-based Pedagogical Module (GeAR-PM) as beneficial, and study the factors that influence their decision. The data for this study was gathered via a survey method. A sample of 202 Malaysian secondary school teachers was randomly selected as respondents for this study. Specifically, the respondents were asked to answer questions using an instrument which was developed based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. This study comprised four UTAUT variables: performance expectation, effort expectancy, social influence, and facilitating conditions, and one additional variable, self-efficacy. All variables showed high reliability with Cronbach Alpha’s values between 0.87 to 0.91. The data was analyzed using a binary logistic regression via Statistical Package for the Social Sciences (SPSS) version 27.0. The findings revealed that a teacher's belief that GeAR-PM is beneficial was significantly related to his/ her perception on effort expectancy, social influence, and self-efficacy. Hence, when developing the GeAR-PM, these three factors should be weighed up.

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“…This model is constantly evolving due to the addition of new factors or new interrelationships (Kundu et al, 2021). This was the case with the addition of the “IT Capability” factor (Shah et al, 2021) or the “Perceived self‐efficacy” factors (Agyei & Razi, 2022), giving a better explanation of the acceptance and use of innovative technologies and methodologies.…”

Section: Introductionmentioning

confidence: 99%

Teaching digital competence in the use of YouTube and its incidental factors: Development of an instrument based on the UTAUT model from a higher order PLS‐SEM approach

Guillén‐Gámez

Magaña

Palmero

et al. 2023

Brit J Educational Tech

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The increasing use of digital resources has changed the way of teaching, where platforms such as YouTube offer large repositories of educational videos. There are many theoretical studies that analyse the digital competences of teachers, but to a lesser extent on the behaviours and use that the teacher makes of this multimedia platform. Thus, the purpose of this study is the development of an instrument in which it is analysed how the behavioural intention of teachers on YouTube impacts their digital competence to search and select information, share information, and interact with other users of the platform, and create educational material. To achieve this, following the partial least squares (PLS) method of structural equation models, a higher‐order causal model was proposed based on an adaptation and extension of the Unified Theory of Acceptance and Use of Technology (UTAUT). The study was carried out with a sample of 2157 teachers from all over Spain. The main result was that behavioural intention explained 22.70% of the true variance of teachers' digital competence. In addition, it has been possible to verify the reliability, convergent and discriminant validity of the established causal relationships, determining a model with acceptable goodness‐of‐fit. These findings show that it is a valid and reliable instrument to measure teachers' digital competences on YouTube, behavioural intention, and the system of relationships between factors. Practitioner notesWhat is already known about this topic Teachers can use YouTube to search and create creative and innovative educational lessons. The teacher must have adequate digital competence to search, select, evaluate, and effectively use the content of this platform in the classroom. The four central predictors of the UTAUT model (Unified Theory of Acceptance and Use of Technology) allow to explain and predict the adoption and use of ICT in different contexts. What this paper adds The elaboration of an instrument on the digital competences of the teacher on the use of YouTube as a didactic resource, based on an extended model of UTAUT. Identification of the factors with the greatest incidence on the behavioral intention of the teacher to use YouTube as an educational resource. Identification of how the behavioral intention and the ease of the conditions determine the use of YouTube by teachers to search for educational content, share it or create it by themselves. Implications for practice and/or policy Extensive information on the factors that teachers should pay attention to improve their behavioral intention to use YouTube as a teaching resource. The need to promote improvement policies on technological and digital conditions which will affect the digital competence of the teacher for the usability of YouTube as a more visual, verbal, and interactive educational process. Educational institutions should better prepare teachers for their role as innovative teachers, providing them with adequate digital skills in relation to the use of YouTube as a teaching resource.

show abstract

Investigating Effects of Self-Efficacy and Infrastructure on Teachers' ICT Use, an Extension of UTAUT

Cited by 9 publications

References 70 publications

An empirical study on English preservice teachers’ digital competence regarding ICT self-efficacy, collegial collaboration and infrastructural support

An empirical study on English preservice teachers’ digital competence regarding ICT self-efficacy, collegial collaboration and infrastructural support

Geometric AR-based pedagogical module is beneficial: Affecting factors from the lens of Malaysian mathematics secondary school teachers

Teaching digital competence in the use of YouTube and its incidental factors: Development of an instrument based on the UTAUT model from a higher order PLS‐SEM approach

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