Teacher Educators’ Acceptance and Pedagogical Use of ICT: The Role of Social Influence, System Characteristics, and Individual Differences
DOI:
https://doi.org/10.46328/ijoftes.5721Keywords:
Pedagogical integration of ICT, Teacher education, social influence, system characteristics, individual differencesAbstract
The pedagogical integration of Information and Communications Technology (ICT) in Colleges of Education (COEs) has a cascading effect on educational practice across all levels of education. Despite various polices on ICT integration in teacher education, the pedagogical integration of ICT in CoEs remains inconsistent. This study investigated the effect of social, system and individual factors on the tutors' acceptance and actual use of ICT. The gap between acceptance and the actual use behaviour of tutors was also studied. Using a validated questionnaire, a random sample of 109 tutors was surveyed for the study. The result showed a significant gap between a high level of ICT acceptance (M = 4.49) and low actual use of ICT for instruction (M = 3.99; t = 8.661, p < .001). A multiple linear regression analysis revealed that social influence, system characteristics, and individual differences account for 32.6% of the variance in ICT acceptance. Among these factors, social influence emerged as the most significant predictor (β = .561, p < .001). However, social influence and individual characteristics accounted for 23.8% of the variance in actual use of ICT, but system characteristics had no significant effect. From the findings of the study, the provision of infrastructure and policy alone is not enough to drive ICT integration in CoEs, continuous professional development programmes, collaborative peer support and institutional support are recommended to bridge the gap between acceptance and actual use of ICT in teacher education.
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