Visual Art Education Teachers’ Continuance Intention to Integrate ICT: A Model Development

Abstract

Abstract Information and Communication Technology (ICT) integration has been a topic of discussion among scholars for over thirty years. Since it was first introduced, ICT has been increasingly being integrated at every level of educational system. As a subject that emphasizes creativity, innovation and critical thinking, Visual Art Education (VAE) teachers were urged to taking full advantage of ICT. The potential of ICT in promoting real world experiences through simulation, manipulation and creative expression should be applied, as these valuable approaches of teaching and learning arts have never been highlighted before in conventional arts classrooms. However, the success of ICT integration depends largely on factors that will eventually increase teachers’ intention to continue using it. Based on that understanding, this study synthesized the Technology Adoption Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Expectation- Confirmation Model (ECM) in explaining and predicting the VAE teachers’ intentions to continue using ICT in arts classrooms. A sample of 296 VAE teachers in Selangor, a state in Malaysia, took part in this study. Structural Equation Modelling (SEM) is used in testing the research hypotheses and validating the proposed model of the study. Results from the study demonstrate that teachers’ perceived ease of use has the most significant direct effect on their continuance intention. A significant effect was also found in the relationship between teachers’ perceived usefulness and social influences. Overall, these main factors explained 21.3 percent of VAE teachers’ continuance intention to integrate ICT in arts classrooms. On the basis of these findings, the implications for theory development, practices and policymaking are discussed in this paper.