Adoptive environment on teachers technology acceptance and digitized pedagogy among selected chools in Metro Manila

• Main Author: Nueva, Mary Grace C
• Format: text
• Language: English
• Published: Animo Repository 2022
• Subjects: Education > Study and teaching; Educational technology > Philippines; Teachers > Philippines; Teaching > Aids and devices; Educational Technology; Sociology
• Online Access: https://animorepository.dlsu.edu.ph/etdd_behsc/2; https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=1002&context=etdd_behsc
• Institution: De La Salle University

This cross-sectional study determined and explained the role of schools’ adoptive environment in technology acceptance and digitized pedagogy of teachers. Likewise, it identified the essential elements constituting the schools’ adoptive environment that aid in the introduction, implementation, and sustaining of innovations in the form of integrating digital technologies into its existing practices. The study was participated by 210 Filipino Junior and Senior High School teachers from selected private and public schools in the National Capital Region. Random sampling and opt-in panel were used as population sampling techniques. A researcher-made survey tool was generated to gather the data using the Google Form application. Items in the survey tool were adopted from 2001 Use, Support, and Effect of Instructional Technology (USEIT) of Bebbell et al. and 1989 Technology Acceptance Model (TAM) of Davis. The survey tool was pilot tested to 16% of the total sampling size and yielded an overall Cronbach’s Alpha of 0.929. The data collected were analyzed using path analysis and confirmatory factor analysis with the trial copies of the programs SPSS version 20 and AMOS version 23. The results of the path analysis reveal that the schools’ clarity of vision and training determined the technology acceptance of teachers (B=0.79, B=-1.10). In addition, the study found out that the schools’ rules on using digital technologies determined the digitized pedagogy of teachers (B=0.82). Furthermore, results reveal that the technology acceptance of teachers influenced their digitized pedagogy (B=0.41). Overall, the results of this study reveal that clarity of vision, quality of training, and implementation of rules on innovations are the essential elements of schools’ adoptive environment that helped in innovating its existing practices. Results of the study contribute to the limited number of research in Sociology of Education that explain the process of adopting innovations in organizations. In addition, results could serve as foundation of the schools and other organizations in designing or redesigning its existing technology integration practices.