Title:
Analysis of Factors Affecting the Adoption of Emerging Educational Technologies by Secondary School Teachers in Ardabil Province
Authors:
Kiani Shahram
(Corresponding Author ✉)
Secondary Education Department, Ministry of Education, Ardabil Province Education Office, Parsabad, Iran (
(Corresponding Author ✉)
Secondary Education Department, Ministry of Education, Ardabil Province Education Office, Parsabad, Iran (
Abstract:
The present study aimed to analyze the factors influencing the adoption of emerging educational technologies by secondary school teachers in Ardabil Province. With the rapid expansion of digital technologies in educational systems, identifying the factors that affect teachers’ acceptance and use of these technologies has become increasingly important. This research was applied in terms of purpose and descriptive–correlational in terms of methodology.
The statistical population consisted of all secondary school teachers in Ardabil Province. Using stratified random sampling, 210 teachers were selected as the sample. Data were collected through a standard Technology Acceptance Questionnaire based on Davis’s Technology Acceptance Model (TAM). The validity of the instrument was confirmed through expert judgment, and its reliability was verified using Cronbach’s alpha coefficient.
Data were analyzed using descriptive and inferential statistics, including Pearson correlation coefficient and multiple regression analysis with the SPSS software. The findings revealed a positive and significant relationship between perceived usefulness, perceived ease of use, attitude toward technology, facilitating conditions, and the adoption of educational technologies. Furthermore, the results of the regression analysis indicated that attitude toward technology had the strongest predictive effect on the adoption of educational technologies.
Overall, the findings suggest that fostering positive attitudes toward technology, enhancing teachers’ technological skills, and providing adequate infrastructure and organizational support can contribute to increased use of educational technologies in schools. The results of this study can provide useful guidance for educational planners and administrators in developing technology-based education and improving the quality of the teaching–learning process.
The statistical population consisted of all secondary school teachers in Ardabil Province. Using stratified random sampling, 210 teachers were selected as the sample. Data were collected through a standard Technology Acceptance Questionnaire based on Davis’s Technology Acceptance Model (TAM). The validity of the instrument was confirmed through expert judgment, and its reliability was verified using Cronbach’s alpha coefficient.
Data were analyzed using descriptive and inferential statistics, including Pearson correlation coefficient and multiple regression analysis with the SPSS software. The findings revealed a positive and significant relationship between perceived usefulness, perceived ease of use, attitude toward technology, facilitating conditions, and the adoption of educational technologies. Furthermore, the results of the regression analysis indicated that attitude toward technology had the strongest predictive effect on the adoption of educational technologies.
Overall, the findings suggest that fostering positive attitudes toward technology, enhancing teachers’ technological skills, and providing adequate infrastructure and organizational support can contribute to increased use of educational technologies in schools. The results of this study can provide useful guidance for educational planners and administrators in developing technology-based education and improving the quality of the teaching–learning process.