Key factors influencing teachers’ motivation to transfer technology-enabled educational innovation

Abstract

In response to the digital transformation in education, teachers are expected to develop new competencies. Although teachers gained valuable experience in digital technology use during the COVID-19 pandemic, research and practice show that primary school teachers need to be supported and trained for the new normal of innovative, advanced use and adoption of digital technologies in educational practice. This study aims to identify the key factors that influence teachers’ motivation to transfer technology-enabled educational innovation in primary education. The Learning Transfer System Inventory (LTSI) factors and the adoption factors of technology-enabled educational innovation have been conceptually mapped. The LTSI model has been empirically validated with data collected from 12.7% of Lithuanian primary school teachers. The structural equation modeling technique was utilized to analyze causal relationships of factors influencing teachers’ motivation to transfer technology-enabled educational innovation. The qualitative research method was used to provide a deeper understanding of key factors that influence motivation to transfer. The conducted analysis shows that motivation to transfer is significantly influenced by all five domains of factors: perceived value, personal characteristics, social practices, organizational and technology-enabled innovation factors. Motivation to transfer innovation varies according to teachers’ perceived digital technology integration skills, which underpin the importance of applying different roles and strategies based on the teachers’ skills. This study provides implications for designing effective professional development for in-service teachers and creating a suitable environment in schools for the adoption of innovation in post-COVID-19 education.

Understanding the Educational Innovation Practice in Teaching and Learning among Economic Teacher’s in Klang Valley

“…Educational innovation in teaching and learning is influenced by various factors. Research shows that primary school teachers need support and training to effectively adopt and integrate digital technologies in education [19]. The concept of innovation has evolved over time, and it is important to have a holistic view of innovation in society and different fields, including education [20].…”

Communicating educational innovation projects in Latin America mediated by the scaling of complex thinking: Contribution of the UNESCO-ICDE Chair in Mexico

“…As a starting point, it must be defined that innovation entails a novel idea, method, strategy, or practice that streamlines processes to generate and disseminate knowledge quickly (Ramírez-Montoya, 2020). The addition of technologies leads to technological innovations (Howard et al, 2021) that can improve education through its added value, obtaining better results due to the emergence of new teaching-learning approaches (Stumbrienė, 2023) and the successful transfer of learning (Gautam & Basnet, 2020).…”

An investigation of teachers' perceptions of using ChatGPT as a supporting tool for teaching and learning in the digital era

“…In this context, the utilization of technology for teaching and learning goes beyond being a mere replacement for conventional tools like paper, blackboards, slides, worksheets and textbooks (Lavidas et al, 2022). Instead, it involves leveraging technology to bring about a transformation in established practices, constituting an innovative approach (Stumbrienė et al, 2023). It's worth mentioning that Howard Gardner, the originator of the Multiple Intelligence Theory, incorporates Paedagogical Intelligence as a distinct form of intelligence.…”