Sustainable Technology Integration in Underserved Area Schools: The Impact of Perceived Student Change on Teacher Continuance Intention

Hye Jeong Kim,Hwan Young Jang

doi:10.3390/su12124802

Abstract

This study aims to examine the determining factors of teachers’ continuance intention to integrate technology in a smart classroom of schools in underserved areas. Smart classrooms provide a supportive learning environment for students by equipping them with advanced multi-functional and mobile technologies. A smart classroom can provide opportunities for teaching and learning by facilitating curriculum implementation and encouraging student success. The sustainable integration of technology in a smart classroom depends on the teacher’s ability to effectively utilize digital technology in the classroom. We assessed teachers’ perceptions of their technology integration by building a research model for sustainable technology integration in an underserved area in South Korea. For this, we included four aspects of teachers’ perceptions: the frequency of technology integration, the effort toward instructional practices, student change, and continuance intention. Data were gathered via a self-administered online survey with a sample of teachers who are participating in a smart school program and were analyzed using partial least squares structural equation modeling. The findings of the study show that teachers in smart classrooms are motivated to continue technology integration when they experience positive changes among students after employing smart classroom technologies. The research findings can contribute to the efforts of educators, scholars, and policy-makers to pursue sustainable development in underserved area schools.

Highlights

With the increased availability of smart technologies and high-speed Internet, educational informatization has become an important aspect of enriching students’ experiences as well as improving educational administration and management [1]
The average variance extracted (AVE), which measures the variance captured by the indicators relative to the variance caused by the measurement errors of the indicators, should exceed 0.50 [51]
Our results show that teacher perceived student change affects their continuance intention as it relates to technology in smart classrooms

Summary

Introduction

With the increased availability of smart technologies and high-speed Internet, educational informatization has become an important aspect of enriching students’ experiences as well as improving educational administration and management [1]. Most school curricula have adopted information and communication technologies as an integral part of teaching and learning. Digital technologies offer opportunities for excluded learners and learners at risk of exclusion by providing resources for teachers and students in underserved area schools [5]. The traditional teacher-centered approach to learning can be amended by digital technology, which provides the tools to transform classrooms into student-centered environments and enhance the engagement of both teachers and students [13,14,15]. Smart classrooms integrate advanced technologies to increase teachers’ instructional capabilities and engage students in their learning experience [13,15,16,17,18]. Smart classrooms provide an alternative solution to educational opportunities not typically available in underserved area schools. Elementary school Middle school Age 46 (or older) 5 years or less

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Conclusion