Chinese music teachers value effectiveness, social, and facilitating factors over ease of use in ICT integration: A PLS-SEM study

The integration of information and communication technology (ICT) in education has been widely acknowledged for its potential benefits. However, there is limited understanding of the factors influencing ICT integration among Chinese music teachers. This research explored technology acceptance amongChina'smusic teachers via the unified theory of acceptance and use of technology (UTAUT) to bridge existing knowledge gaps. A survey was conducted with 83 music teachers who used ICT in their teaching. Partial least squares structural equation modelling with effect size estimation revealed that Chinese music teachers' Behavioural Intention to use ICT was the strongest predictor of their actual Usage Behaviour. Performance Expectancy, Social Influence, and Facilitating Conditions positively influenced Behavioural Intention but did not directly impact Usage Behaviour, suggesting an indirect effect through shaping teachers' willingness to use ICT. Effort Expectancy had no effect on either Behavioural Intention or Usage Behaviour, though multigroup analysis revealed this relationship varied by teacher age and experience. This study demonstrates the applicability of the UTAUT model in understanding ICT integration among Chinese music teachers. The findings highlight the need to prioritise demonstrating benefits of ICT, creating supportive environments, and providing adequate resources and training for ICT in music education, with implementation strategies tailored to teachers' demographic characteristics. These findings suggest potential strategies for fostering technology integration in music education contexts.

Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania

PurposeThis study explores the relationships among multiple factors, including growth mindset, lifelong learning and continuous professional development (CPD), influencing teachers’ integration of information and communication technology (ICT) into their teaching methods.Design/methodology/approachThe study involved 1,095 Indonesian vocational high school teachers who participated in in-service or preservice teacher development programs. Data was collected through a survey, and a structural equation model with partial least squares parameter estimation was used to analyze the relationships and mediations.FindingsStructural equation modeling revealed that a growth mindset positively affects both lifelong learning and CPD. Moreover, lifelong learning positively impacts CPD. Furthermore, all of these variables demonstrate a positive effect on teachers’ ICT integration in the classroom. The findings indicate that lifelong learning and CPD partially mediate the relationship between a growth mindset and ICT integration.Originality/valueThis study contributes to the literature on the determinants of teachers’ ICT usage postparticipation in in-service and preservice teacher programs. The findings underscore the significant impact of a growth mindset on teachers’ ICT use in the classroom.

An examination of prospective teachers' information and communication technology (ICT) skills development in an undergraduate program indicated that the only course available to practice these skills was the teaching practice course. However, the practice and development of these ICT skills in the tea chi ng practice course has not been clearly elucidated. In other words, while the contribution of the teaching practice course in terms of theoretical ICT knowledge is known, how this knowledge is applied is unknown. Under such uncertainties, it is impossible to determine the roles of teaching practice course stakeholders play in terms of ICT integration. Based on transformative learning theory at a micro level, the ai m of this study was to analyze prospective Information Technology (IT) teachers' ICT transformations. Methodological triangulation, a mixed methods research design, was adopted arid designed as a survey method. Over an academic year, data was collected from 54 prospective IT teachers, two university supervisors, and six. practice teachers. Learning Data Collection Sets (questionnaire and interview form) were used to analyze the ICT practice transformations, with interview forms, focus group interview forms, and the researcher's diary being used as the data collection tools. The results showed that though a majority of the prospective IT teachers were likely to experience transformative learning, approximately one-third were able to achieve an ICT transformation within the scope of the teaching practice course. In this context, a more efficient model is proposed for ICT practices in the scope of a teaching practice course.KeywordsInformation and Communication Technology Integration, Information arid Communication Technology Integration in Adult Education, Teaching Practice Course, Transformative Learning Theory.It could be argued that all actors in education, such as teachers, prospective teachers, instructors, and administrators, regarding issues such as infrastructure requirements and education programs, are now interactively involved in the process of information and communication technologies integration. When ICT in Turkey is examined in terms of its historical developments, computers were first introduced to public schools in 1984 (Ozar & Askar, 1997) and computer courses were added to the curriculum as elective courses (Deryakulu, 2008). Though such a start could be considered a precursor to ICT integration, the combination of hardware and software at that time restricted overall integration (Earle, 2002). ICT began with the training of teachers rather than with the setting up of its substructure (World Links, 2007), and so ICT was defined as a tool for students to gain access to course achievements (Kocak Usluel, Kuskaya Mumcu, & Demiraslan, 2007; Fulton, Glenn, & Valdez, 2004). However, ICT has a very complex structure today, and needs to be viewed from the stakeholders' positions to allow for a more stringent examination. Semenov (2005) indicated teachers, students, and administrators as the ICT stakeholders in higher education. Teachers (Gorder, 2008; Okojie, Olinzock, & Okojie-Boulder, 2006; Summerville & Reid-Griffin, 2008), students (Chen, 2004; Davies, 2011; Dexter & Riedel, 2003) and administrators (Green & Gilbert, 1995; Hooper & Rieber, 1995; International Society for Technology in Education [ISTE], 2011; Schiller, 2003) have important duties in ICT integration, initiation, and implementation , and need to overcome the difficulties to encourage the use of ICT education as a part of school culture.In spite of the many technological opportunities for ICT in education, the instructional use of ICT in the classroom is a less common practice than imagined (Surry & Land, 2000; Turkish Council of Higher Education-Yuksekogretim Kurulu [YOK], 2007). …

Whether in general education or Islamic education, information and communication technologies (ICT) have shown to be effective in boosting learning and teaching processes. However, the optimal utilization of ICT in Islamic education is hardly observed, and its acceptance is rarely analysed. Therefore, the present study evaluated factors influencing individuals in Islamic education to adopt ICT based on the modified unified theory of acceptance and use of technology (UTAUT) model by incorporating two external factors: personal innovativeness and a religious perspective on the ICT aspect. The study employed a survey method to collect data from 225 valid respondents from Indonesia and applied a partial least squares-structural equation modelling (PLS-SEM) approach for analysis purposes. The study’s findings suggest that three factors significantly influenced behavioural intention to utilize ICT in Islamic education. These factors are the religious perspective on ICT, personal innovativeness, and social influence, with the religious perspective being more effective factor on behavioural intention than other factors. Moreover, religious perspective, facilitating conditions, and behavioural intention significantly affected actual ICT usage. Both effort and performance expectancies did not significantly affect behavioural intention to use ICT. Besides that, personal innovativeness was found insignificant in influencing usage behaviour, however, it significantly affected effort expectancy, while religious perspective significantly influenced performance expectancy. Finally, the study’s model explained 55.1% of behavioural intention and 54.0% of usage behaviour. The implications of the findings for practical and theoretical contributions are discussed in this paper.

The proliferation of information and communication technologies (ICT) in the twenty-first century has challenged the status quo of educational setting and led to a paradigm shift in teaching and learning processes. ICT use and integration in teaching then, becomes an essential component of pedagogical processes to have an effective teacher–student interaction and to optimize learning. While past studies have already established evidence that attitude toward ICT (will), ICT skills (skill), and availability of ICT resources (tool) elements are indeed important contributors to the integration of ICT in teaching, little attention has been paid yet to differences in these elements and in this model of ICT integration between subject areas of science and mathematics. Thus, this study aims to examine the significant differences in these factors between science and mathematics (S&M) teaching guided by the Will–Skill–Tool (WST) model developed by Christensen and Knezek (2001, 2008). Using independent samples t test and multiple linear regression, results show that science teachers had higher scores in will, skill, tool, and ICT integration indices compared to mathematics teachers. Findings also revealed that WST model of ICT integration differs between science and mathematics areas, particularly in terms of which among the factors had the strongest influence on ICT integration. The study recommends distinct approaches in providing capacity training development on ICT integration for teachers considering the context of subject specific area.

This research aims to identify science and mathematics teachers’ attitudes towards integrating Information and Communication Technology (ICT) in their educational practice through applying the Unified Theory of Acceptance and Use of Technology (UTAUT). A questionnaire instrument was developed based on the constructs of the UTAUT (performance expectancy, effort expectancy, social influence and facilitating conditions) and attitudes scale. The study sample consisted of a group of mathematics and science teachers in governorate of Ma’an. The participants were randomly selected. Descriptive and regression analysis were used to analyze the data. The results showed the attitudes of science and mathematics teachers towards integrating information and communication technology in the educational process were high and positive. In addition, the results showed that science and mathematics teachers had positive and high perceptions of integrating information and communication technology in the educational process in all dimensions (performance expectancy, effort expectancy, social influence, and facilitating conditions). Furthermore, the unified theory of acceptance and use of technology was valid in explaining the attitudes of Science and Mathematics teachers toward the integration of ICT in the in their educational practice.

Information and communication technologies (ICTs) has become a tool which cannot be ignored in terms of public administrations, which provides advantage to the administrations as far as they can be adapted. The use of ICTs become widespread in the health sector as it is in all other sectors. In hospitals, hospital information systems (HIS) are used to keep records of patients and hospitals securely, to improve appointment, in-hospital management, decision support and workflow processes. Therefore, HISs are also used to increase efficiency and productivity, to reduce error rates, to increase service quality, to reduce service costs and to realize the specific purposes such as ensuring patient satisfaction. It is necessary that the end users should adopt HISs to obtain the expected benefits and to implement HIS successfully in public hospitals. The adoption of a technology product is also a sociological phenomenon at the same time. In this regard, the issue of adoption in the relevant literature is addressed in the context of a wide variety of models and many variables. This study is also a study of technology adoption. The subject of the study is the adoption of HISs in public hospitals in Turkey. In this context. The study aimed to determine the factors affecting the adoption of HISs by the personnel working in public hospitals in Turkey, in accordance with the Unified Theory of Acceptance and Use of Technology (UTAUT) model in the literature on technology adoption. In the study, the universe of the study consisted of the personnels (physicians, nurses, health officers, medical secretaries] which were working in public hospitals in the Bursa and Balıkesir Metropolitan Municipalities at the time of the study. According to the results of the study, performance expectancy, effort expectancy and social influence variables have positive and significant effects on the behavioral intention of hospital staff for using of HISs. In addition, facilitating conditions and behavioral intention variables have a positive and significant effect on usage behavior. On the other hand, it was found that gender has a moderator effect on the relationship between performance expectancy, effort expectancy and behavioral intention. Experience has a moderator effect on the relationship between the social influence and the behavioral intention while age has a moderator effect on the relationship between facilitating conditions and use behavior.

This study highlighted the level of teachers’ ICT integration in teaching and learning English. This determined the English teachers’ attitude towards ICT integration. The study was anchored on Davis’s Technology Acceptance Model which originated from Ajzen & Fishbein’s Theory of Reasoned Action. Moreover, the descriptive research method was used in this study, involving a purposive random sampling method in obtaining data from respondents. Teachers were profiled, details and results were enumerated. Several findings were made about the English teachers, that there is no significant difference in the ICT integration in teaching and learning when grouped according to their highest educational attainment; there is no significant difference in the ICT integration in teaching and learning when grouped according to teachers’ seminars/trainings in ICT; there is no significant difference in the ICT integration in teaching and learning when grouped according to perceived usefulness of ICT in teaching and learning; and the perceived usefulness and perceived ease of use highly influenced the teacher-respondents’ actual usage of ICT. English teachers’ level of ICT integration in teaching and learning is fair or below satisfactory. Recommendations included school administrators, teachers, and future researchers, to support the integration of ICT in the teaching and learning process, create more opportunities for students to experience impactful learning with ICT, so that these interventions may further substantiate the contribution of ICT in the field of education, especially in English language teaching and learning. Further research anticipated to be undertaken leveling up to more focused tasks on ICT-centered activities.

This paper provides a comparative analysis of policies, strategies and programmes for Information and Communication Technology (ICT) integration in primary and post-primary education, that were active in the Kingdom of Saudi Arabia (KSA) and in the Republic of Ireland in 2016. The analysis showed that while KSA was a relative newcomer to the integration of ICT in education, it was responsive in seeking to enhance the quality of education and support transitions to the knowledge economy through a range of initiatives, including: reform of the curriculum, provision of teacher professional development in ICT integration, and supply of computer technologies and infrastructure. However, as in the Irish context, the framing of the ICT in education’ policies, strategies and programmes needed to be strengthened through participatory partnerships with key stakeholders that endured throughout the life-cycle of ICT policy implementation in primary and post-primary settings. Furthermore, the review showed a need for governments in both jurisdictions to make better provision for financial and human resourcing to fully operationalize the teacher training and supports necessary for effective integration by teachers of ICT in primary and post-primary settings. Finally, the evaluation protocols within ICT in education’ policies, strategies and programmes in both countries needed to be re-casted to make evidence of their enactment publicly available in a timely manner. Moreover, the resultant evaluation reports further needed to be detailed at a level that made visible the national progress on ICT integration in schools, and the corresponding impact on learners’ ICT skills and broader competencies.

The purpose of this paper is two-fold. First, we explore the precise impact of trust and perceived risk on the core constructs of UTAUT (Unified Theory of Acceptance and Use of Technology) and thereby delicately expands the model, building upon the previous studies, which are limited to proposing conceptual frameworks or validating only certain aspects of their casual relationships. Second, we apply UTAUT model to the novel ICT (information and communication technology) service context of CeDA (Certified electronic Document Authorities) service, which is different from the common application of UTAUT. In order to provide theoretical foundations to achieve the objectives, we investigate the accomplishments and theoretical developments of UTAUT.Our results largely support our hypotheses. Trust and perceived risk were shown to be direct antecedents of intention to use in UTAUT, while trust functions as an indirect antecedent through perceived risk, performance expectancy, and effort expectancy. Performance expectancy and social influence were shown to positively affect behavioral intention. Effort expectancy was not shown to positively affect behavioral intention because of the indication of survey subject pool. Effort expectancy was also shown to significantly influence performance expectancy. In addition, the combination of trust, perceived risk, performance expectancy, effort expectancy, and social influence accounted for 55.3% of the variances observed in users’ intention to use of CeDA service.Our research contributes to the precise exploration on how trust and perceived risk act on the core constructs of UTAUT. It deepens understanding on their relationships. It also contributes to the extended application of UTAUT, to the service sector beyond the traditional, technology goods.

The integration of Information and Communication Technologies (ICTs) in education has brought dramatic modifications in the paradigms and methods practiced, particularly in the developed countries. In recent years, the exploitation of ICTs in teaching and learning of different subjects is being expanded in the developing countries too. This study has made an attempt to explore the opportunities and challenges of using ICTs in English language teaching (ELT) in school education in the developing country Nepal. The English language teachers and the students learning English from two different schools were the informants in the study, and interview and focus group discussion (FGD) were used as the research methods. The study concluded that ICTs were useful for the teachers and students in their teaching and learning activities for accessing learning resources, preparing and presenting their lesson and for conducting collaborative learning activities. However, it was found that the teachers and students were not satisfied with their utilization of ICTs in teaching and learning of English. Access to ICT tools, and the skills needed to use ICTs were the main problems for them in the integration of ICTs in English language teaching and learning. Therefore, these constraints need to be minimized to improve the integration of ICTs in ELT.

Pre-Service Teachers’ Perceptions of ICT and TPACK Competencies

PurposeSelf-efficacy is one's belief in one's ability. In this context, information and communication technology (ICT) self-efficacy is the judgment of one's capability to use ICT – the familiar and effective teaching tools for the 21st century classrooms. The purpose of this empirical study was to investigate the correlation between teachers' ICT self-efficacy and perceived ICT infrastructure in school.Design/methodology/approachThe study employed a descriptive survey method within ex post facto research design by taking 100 purposively selected Indian government run secondary schools and 400 teachers as participants. The data were analyzed descriptively and inferentially. A correlation analysis was conducted between teachers' ICT self-efficacy and their perception of ICT infrastructure to determine the relationship between the two.FindingsFindings revealed that the participant teachers' overall ICT self-efficacy along with its three domains – technological efficacy, pedagogical efficacy, integration efficacy – was moderately low and their perception of ICT infrastructure in their respective schools was also far below the expected level. The investigation finally found a moderately high and positive correlation between teachers' ICT self-efficacy and their overall perception of ICT infrastructure. All three domains of efficacy also found positively correlated with the three selected domains of ICT infrastructure.Originality/valueThis paper reports an original empirical survey conducted in India and the write-up is based strictly on the survey findings only. The authors believe this is a new approach to view ICT integration in school pedagogy and recommendations that enhanced teacher efficacy accelerates strengthening ICT infrastructure, improving apposite culture and understanding of the pedagogical value of ICT integrated teaching.

PurposeThis article aims to extend the Unified Theory of Acceptance and Use of Technology (UTAUT) model to understand the factors affecting the usage behavior of Blockchain from accountants' and auditors’ perspectives and its impact on their performance.Design/methodology/approachA quantitative research approach employing a web-based questionnaire was applied, and the empirical data were gathered from 329 potential and current users of Blockchain in the accounting and auditing profession in Jordan. The analytical model was based on structural equation modeling (SEM) using AMOS 25.0.FindingsThe experimental findings of the structural path confirmed that performance expectancy (PE), social influence (SI), Blockchain transparency (BT) and Blockchain efficiency (BE) were significantly affecting individuals’ behavioral intention (BI) toward the use of Blockchain-based systems and helped to explain (0.67) of its variance. Also, BE has a positive significant impact on PE. Whereas, in contrast to what is anticipated, the influence of effort expectancy (EE) on BI was not supported. Additionally, users’ intentions were found to affect the actual usage (AU) behavior and helped to explain (0.69) of its variance. The outcome variables proposed in this study: knowledge acquisition (KACQ) and user satisfaction (USAT) were significantly influenced by the AU of Blockchain technology.Practical implicationsThis study outlines practical implications for government, policymakers, business leaders and Blockchain service providers aiming to exploit the advantages of Blockchain technology (BCT) in the accounting and auditing context.Originality/valueTo the best of the authors’ knowledge, this article is one of the few studies that offer an evidence-based perspective to the discussions on the effect of disruptive and automated information and communication technologies (ICTs), on the accounting and auditing profession. It applies an innovative approach to analysis through the integration of UTAUT, contextual factors: BT and BE, besides two outcome factors: KACQ and USAT within its theoretical model. This study extends and complements the academic literature on information technology/information systems acceptance and use by providing novel insights into accountants' and auditors’ views.