Can teachers’ digital competence influence technology acceptance in vocational education?

Abstract

Acceptance of technology in educational contexts is a relevant factor in determining teachers' intention to use digital tools in their teaching practice. However, the mechanism through which teachers' digital competence can influence or enhance their technology acceptance and use intention remains relatively unexplored, especially in the context of vocational education and training. The aim of this study is twofold: to evaluate the fit of the technology acceptance model (TAM) in the context of vocational education, and to examine the relationship between self-assessed teachers' digital competence belief and their acceptance of and intention to use technology in their classroom. Data were collected via a self-administered questionnaire and the responses of 2011 vocational teachers were analysed. Applying structural equation modelling, the results show that the TAM adequately explains teachers' intention to use digital tools in vocational education; further, there are positive and significant relationships between teachers' beliefs about their digital competence and their beliefs about technology ease of use and the perceived usefulness of technology in teaching; this latter, positively correlates with technology use intention. Understanding the factors interplaying with teachers’ acceptance of technology and use intention is important for designing teacher training to enhance the successful integration of technology and to foster the connectivity between the different learning locations of vocational education.