Year: 2025
Type: article
Study design: Observational Study
Abstract: For a number of years now, the use of information and communication technology (ICT) in the education sector has grown significantly. The purpose of this study was to evaluate the relationships between teachers' perceived usage of technology and the knowledge domains from the Technological Pedagogical and Content Knowledge (TPACK) framework and the Universal Theory of Acceptance of Use of Technology (UTAUT-3) framework's constructs. This study used a quantitative research design. Participants in this study included in-service educators from both public and private secondary schools in Botswana. The results of this study demonstrated relationships between the UTAUT-3 components and the knowledge domains of TPACK teachers. There were favourable relationships between Performance Expectancy (PE) from UTAUT-3 and Technological Content Knowledge (PCK), Pedagogical Knowledge (PK), Content Knowledge (CK), and Pedagogical Content Knowledge (PCK), technological content knowledge (TPCK), technological pedagogical knowledge (TPK), and CK. The findings also demonstrated that teachers' use and integration of technology in teaching and learning, as well as their behavioural intention to use it, were positively impacted, if weakly, by perceived ease of use as measured by Effort Expectancy (EE).
Source: Discover Education
Language: English
Subfield: Information Systems and Management
Field: Decision Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,390
OpenAlex ID: W4409539228