Abstract
If policies are not thoroughly designed, technology integration may fail. As a result, users’ perceptions of technology, especially access to digital technology, are critical for technology integration in education. This study aimed to develop and validate a scale to model factors affecting digital technology access for instructional use in Indonesian vocational schools. The study also reports the structural model of the path analysis and tests of differences based on geographical areas. A scale adapted from prior studies was established, validated, and examined for its validity and reliability. A total of 1355 responses were measurable; partial least squares structural equation modeling (PLS-SEM) and t-test procedures were applied for the data analysis. The findings informed that the scale was valid and reliable. For the structural model, the strongest relationship emerged between motivational access and skills access, while the lowest existed between material access and skills access. However, motivational access has an insignificant effect on instructional use. The t-test results show that geographical areas were significantly different regarding all involved variables.
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