The behavioral intentions of Hong Kong primary teachers in adopting educational technology

Ka Wai Gary WONG

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

The use of educational technology by Hong Kong primary school teachers has been realized by the government’s long-term support to the technology infrastructure, professional training, technical support, and development of teaching resources in local primary schools. However, the high adoption rate may not reflect the willingness of teachers to accept technology for educational purposes. Presently, there is no existing research investigating in-service primary teachers’ technology acceptance in Hong Kong. The aim of this study is to investigate teachers’ acceptance of technology and the influencing factors behind their acceptance. This study takes a quantitative approach to investigate 185 primary teachers in Hong Kong using Structural Equation Modeling on a customized Technology Acceptance Model. The results suggest that contrary to common belief, perceived ease of use and perceived usefulness of the technology have little influence on behavioral intention of use in our research context. Rather, a pragmatic consideration of facilitating conditions is found to be a strong dominating factor. A context-specific interpretation of the results is provided. Implications on school policy are also discussed to provide insights for the development of educational technology. Copyright © 2016 Springer US.
Original languageEnglish
Pages (from-to)313-338
JournalEducational Technology Research and Development
Volume64
Issue number2
Early online dateFeb 2016
DOIs
Publication statusPublished - Apr 2016

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educational technology
Hong Kong
teacher
acceptance
technical training
school policy
primary school teacher
primary school
pragmatics
infrastructure
interpretation
Teaching
resources

Citation

Wong, G. K. W. (2016). The behavioral intentions of Hong Kong primary teachers in adopting educational technology. Educational Technology Research and Development, 64(2), 313-338.

Keywords

  • Technology acceptance model
  • In-service primary teachers
  • ICT in teaching and learning
  • Educational technology in local context
  • Behavioral intentions