Factores determinantes de la aceptación y uso docente de la tecnologíapropuestas para el desarrollo profesional del profesorado

Abstract

This doctoral thesis aims to identify the main factors that explain the acceptance and use of technological resources by teachers, with the ultimate goal of establishing effective proposals for teachers' professional development. To this end, the factors of teacher acceptance and use of technologies in education are specified, providing a broad view for the improvement of teacher professional development in training plans. A more specific view focuses on educational policies that are being carried out on teachers' digital competence and the development of the national framework of teaching competences, which may also be useful. It is worth highlighting the relevance of the contributions included in this document, considering the post-pandemic moment in which we find ourselves, and given that European policies are being implemented to improve teachers' digital competence through a large number of digital devices for classrooms. In the development of this document, a quantitative research approach has been followed, using the survey technique as the main measurement procedure. The sample comprises 650 teachers who carry out their professional activity in public and state schools in the Autonomous Community of La Rioja (Spain). Based on the theoretical framework developed, a structural equation model serves to study the factors that influence the use and acceptance of technological resources by teachers. At the same time, the moderating variables of age, gender, work centre, experience and entry qualifications are studied. The results underline the significant influence of the benefits perceived by the teachers in the acceptance and use of technological resources for teaching. Overall, this doctoral thesis provides a more accurate picture of the factors that can predict the pedagogical use of technology by teachers, also considering the contribution technology can bring to improving teachers' professional development. Of special importance are the conclusions regarding attitudes towards technology and predictions of its use in the future, as well as the influence of utilitarian and hedonic benefits on the attitude and intention to use technology in the classroom.