Technology use and integration in state-funded primary schools: a structural equation model

Abstract

ABSTRACT This research explored the factors that influence technology use and integration in primary schools and how these factors interact with each other. A large-scale survey was conducted. The participants were 534 teachers in state-funded primary schools in Greece. The most important factors for technology use were found to be the availability of equipment and the performance and effort expectancy, whilst the most significant factors predicting technology integration were the frequency of use of equipment, teachers’ knowledge and the school culture. This study recommends more funding for school technological equipment and more opportunities for teachers’ professional development.