Design and Validation of an Emerging Educational Technologies Acceptance and Integration Questionnaire for Teachers

  1. González-Marcos, Ana 2
  2. Navaridas-Nalda, Fermín 3
  3. Castellano-Latorre, Jesús 1
  1. 1 Center for Educational Innovation, Government of La Rioja, c/Marqués de Murrieta 76, Logroño, La Rioja, Spain, --- Select a Country ---
  2. 2 Department of Mechanical Engineering, University of La Rioja, c/San José de Calasanz 31, Logroño, La Rioja, Spain, --- Select a Country ---
  3. 3 Department of Education, University of La Rioja, c/San José de Calasanz 31, Logroño, La Rioja, Spain, --- Select a Country ---
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Actas:
Proceedings of the 13th International Conference on Computer Supported Education : CSEDU 2021 (Vol. 1)

Editorial: SciTePress

Año de publicación: 2021

Páginas: 525-532

Congreso: International Conference on Computer Supported Education : CSEDU 2021 (13th, on line)

Tipo: Aportación congreso

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DOI: 10.5220/0010526705250532 GOOGLE SCHOLAR lock_openAcceso abierto editor

Objetivos de desarrollo sostenible

Resumen

The integration of technology in the teaching and learning processes depends to a large extent on the teaching attitude towards these resources. Thus, our research is focused on the internal beliefs that predisposed teachers to their acceptance and pedagogical use in schools. The main objective of this work was to design and validate a questionnaire for non-university teachers with the main purpose of identifying the most important factors of their teaching attitude towards the use of emerging technological resources. Taking the Theory of Planned Behaviour and its subsequent development as reference behavioural research models, we developed a questionnaire that interrelatedly combines the following factors: perceived usefulness, perceived self-efficacy, facilitating conditions and the subjective norm. A total of 661 teachers were recruited from public schools in La Rioja (Spain). Content validity, construct validity, internal consistency and reliability of the questionnaire were unde rtaken as part of the validation process. The results showed good psychometric qualities in the questionnaire and indicated that the instrument is reliable and a valid measure to identify the factors that explain the teaching attitude towards technological resources. The findings have both theoretical and practical implications for the educational administration, management teams and teachers.