Re-examining factors influencing teachers’ adoption and use of technology as a pedagogical tool

Abstract

The aim of this study is to ascertain factors that influenced teachers’ adoption and use of technology for teaching. The significance of the study is that school stakeholders will be able to determine which factors are significant to encourage more in-service teachers to adopt and perhaps use technology as a pedagogical tool. Davis’ (1989) Technological Acceptance Model (TAM) was adopted as a theoretical framework for this study. According to Davis, users would accept a technology if it is perceived to be both useful and easy to use. The model was adopted and modified to explain why teachers in this study have adopted and perhaps using technology as a pedagogical tool. This is a qualitative study in which ten teachers were interviewed. Data was analysed inductively and deductively and the result showed that the most significant internal factor that influenced teachers to use technology was the benefits of technology for teaching and learning and external factors were availability and accessibility of technology in schools. The finding has provided significant data for school stakeholders who want to encourage more teachers to adopt and use technology as a pedagogical tool.