The Utilitarian vs. Hedonic Teacher Acceptance of ICT Use
This research examined which teachers’ cognitive and motivational factors, i.e., constructivist beliefs, intrinsic and extrinsic motivation, perceived ease of use and behavioral intention, fostered an effective and satisfactory integration of technology into educational practices. 374 Italian teachers (MAge = 38.69, SD = 5.30; F = 198) attending a training course in ICT were divided into two groups: the first with less than 20 years of teaching experience, the second with more than 21 years. Participants completed a battery of questionnaires that comprised a socio-anagraphic section, the Teacher’s Beliefs Scale-Constructivist Teaching, the Intrinsic Motivation-Computer Enjoyment Scale, the Extrinsic Motivation-Perceived Usefulness, the Perceived Ease of Use Scale, the Behavioural Intention to Use Computer Scale, the ICT Class Use Scale. Descriptive and causal analyses (correlation and stepwise regression) were applied to the data. Results showed differences between the groups in the scores of Perceived usefulness and Behavioral intention to use computer. Bivariate associations with Classroom use of technology were strong and positive. Moreover, teachers’ Beliefs were strongly related to all motivational factors. Model 5 of regression analysis explained 46.9% of the variance in ICT Class use and indicated the highest value of Perceived enjoyment, thus highlighting the teachers’ hedonic-oriented motivation.
___
- Bebell, D., Russell, M., & O’Dwyer, L. (2004). Measuring teachers’ technology uses: Why multiple measures
are more revealing. Journal of Research on Technology in Education, 37(1), 45-63.
Behera, S. K. (2012). An Investigation into the Attitude of College Teachers towards E-Learning in Purulia
District of West Bengal, India. Turkish Online Journal of Distance Education (TOJDE), 13(3),
152-160.
Bitonto, P. D., Roselli, T., Rossano, V., Monacis, L., & Sinatra, M. (2010). MoMAt: A mobile museum
adaptive tour. 6th IEEE International Conference on Wireless, Mobile and Ubiquitous Technologies
in Education. Mobile Social Media for Learning and Education in Formal and Informal Settings
(WMUTE 2010), (Art. No. 5476554, pp. 156-16). Kaohsiung, Taiwan.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information
technology. MIS Quarterly, 13(3), 319-339. doi: 10.2307/249008.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison
of two theoretical models. Management Science, 35(8), 982-1003. doi: 10.1287/mnsc.35.8.982.
Deng, F., Chai, C. S., Tsai, C., & Lee, M. (2014). The relationship among Chinese practicing teachers’
epistemic beliefs, pedagogical beliefs, and their beliefs about the use of ICT. Educational Technology
& Society, 1(2), 245-25.
de Palo, V., Sinatra, M., Tanucci, G., Monacis, L., Di Bitonto, P., Roselli, T., Rossano, V. (2012). How
cognitive styles affect the e-learning process. Proceedings of the 12th IEEE International Conference
on Advanced Learning Technologies (ICALT 2012), (Art. No. 6268119, pp. 359-363).
9
de Palo, V., Limone, P., Monacis, L., Ceglie, F., & Sinatra, M. (2018). Enhancing e-learning in old age.
Australian Journal of Adult Learning, 58 (1), pp. 88-109.
Elkaseh, A. M., Wong, K. W., & Fung, C. C. (2016). Perceived Ease of Use and Perceived Usefulness
of Social Media for e-Learning in Libyan Higher Education: A Structural Equation Modeling
Analysis. International Journal of Information and Education Technology, 6(3), 192-199. doi:
10.7763/IJIET.2016.V6.683
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: strategies for technology
integration. Educational Technology Research and Development, 47(4), 47-61. doi: 10.1007/
BF02299597
Ertmer, P. A., Ottenbreit-Leftwich, A. T., & Tondeur, J. (2015). Teachers’ beliefs and uses of technology
to support 21st century teaching and learning. In H. Fives & M. G. Gill (Eds.), International
Handbook of Research on Teachers’ Beliefs (pp. 403-418). New York: Routledge.
Fagan, M. H., Neill, S., & Wooldridge, B. R. (2008). An empirical investigation into the relationship
between computer self-efficacy, anxiety, experience, support and usage. Journal of Computer
Information Systems, 44(2), 95-104.
Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, Intention, and Behavior: An Introduction to Theory and
Research. Reading, MA: Addison-Wesley.
Galanouli, D., Murphy, C., & Gardner, J. (2004). Teachers’ perceptions of the effectiveness of ICT-competence
training. Computers & Education, 43(1-2), 63-79. doi: 10.1016/j.compedu.2003.12.005
Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’
educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499-1509.
doi: 10.1016/j.compedu.2008.02.001
Higgins, S., & Moseley, D. (2001). Teachers’ thinking about information and communications
technology and learning: beliefs and outcomes. Teacher Development, 5(2), 191-210. doi:
10.1080/13664530100200138
Hogarty, K. Y., Lang, T. R., & Kromrey, J. D. (2003). Another look at technology use in classrooms: the
development and validation of an instrument to measure teachers’ perceptions. Educational and
Psychological Measurement, 63(1), 139-162. doi: 10.1177/0013164402239322
Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path
model. Educational Technology Research and Development, 58(2), 137-154. doi: 10.1007/s11423-
009- 9132-y.
Kahraman, S., Yilmaz, Z. A. (2018). In-service teachers’ internet self-efficacy: A re-examination of gender
differences. Turkish Online Journal of Distance Education (TOJDE), 19(2), 72-85. doi: 10.17718/
tojde.415675
Koehler, M. J., & Mishra, P. (2008). Introducing TPACK. In AACTE Committee on Innovation and
Technology (Ed.), Handbook of technological pedagogical content knowledge for educators (pp. 3-29).
New York, NY: Routledge.
Kubiatko, M. (2017). Are ICT being used correctly? Small reflection about correct using of ICT in education.
Problems of Education in the 21st Century, 75(1), 4-5.
Lane, C. A., & Lyle, H. F. (2011). Obstacles and supports related to the use of educational technologies: The
role of technological expertise, gender, and age. Journal of Computing in Higher Education, 23(1),
38-59. doi: 10.1007/s12528-010-9034-3
Legrain, P., Grillet, N., Gernigon, C., & Lafreniere, M. A. (2015). Integration of Information and
communication technology and pupil’s motivation in physical education setting. Journal of
Teaching in Physical Education, 34(3), 384-401. doi: 10.1123/jtpe.2014-0013
Liu, H., Lin, C. H., & Zhang, D. (2017). Pedagogical beliefs and attitudes toward information and
communication technology: a survey of teachers of English as a foreign language in China.
Computer Assisted Language Learning, 30(8), 745-765. doi: 10.1080/09588221.2017.1347572
Liu, Y., & Szabo, Z. (2009). Teachers’ attitudes toward technology integration in schools: A four- year study.
Teachers and Teaching: Theory and Practice, 15(1), 5-23. doi: 10.1080/13540600802661295
10
Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education,
38(1), 9-24. doi: 10.1080/03054985.2011.577938
Miceli, S., de Palo, V., Monacis, L., Cardaci, M., & Sinatra, M. (2018). The Italian Version of the Cognitive
Style Indicator and its Association with Decision-Making Preferences, Creativity Research Journal,
30 (1), pp. 85-94. doi:10.1080/10400419.2018.1411486
Monacis, L., Finamore, R., Sinatra, M., Bitonto, P. D., Roselli, T., Rossano, V. (2009). Adaptive learning
using SCORM compliant resources. Proceedings: DMS 2009 - 15th International Conference on
Distributed Multimedia Systems, (pp. 222-227).
Monacis, L., de Palo, V., Sinatra, M., Berzonsky, M.D. (2016). The revised identity style inventory: Factor
structure and validity in Italian speaking students, Frontiers in Psychology, 7 (JUN), art. no. 883.
doi: 10.3389/fpsyg.2016.00883
Muscara, M., & Messina, R. (2014). Percezione delle competenze e dell’utilita d’uso delle tecnologie in
classe e modelli di formazione dei docenti. Giornale della ricerca educativa, 7(13), 167-181.
Ofulue, C. I. (2011). Survey of Barriers Affecting the Use of Information Communication Technologies
(ICTs) among Distance Learners: A Case Study of Nigeria. Turkish Online Journal of Distance
Education (TOJDE), 12(3), 142-154.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(1), 1-2.
Prestridge, S. (2012). The beliefs behind the teacher that influences their ICT practices. Computers &
Education, 58(1), 449-458.
Reddy, V. V., & Srivastava, M. (2003). ICT & the future of distance education. Turkish Online Journal of
Distance Education (TOJDE), 4(4), Retrieved October 19, 2010 from http://tojde.anadolu.edu.
tr/tojde12/index.htm
Sang, G., Valcke, M., van Braak, J., Tondeur, J., & Zhu, C. (2011). Predicting ICT integration into classroom
teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables.
Journal of Computer Assisted Learning, 27(2), 160-172.
Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for preservice teachers’ technological, pedagogical, and content knowledge: Comparing structural equation
modeling approaches. Computers in Human Behavior, 80, 67-80. doi: 10.1016/j.chb.2017.11.003
Sinatra, M., Limone, P., & Contini, P.(2017). Determinants of ICT integration: A path model of teacherrelated factors. Turkish Online Journal of Educational Technology (TOJET), Special Issue, 771-779.
Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test.
Computer & Education, 57(4), 2432-2440. doi: 10.1016/j.compedu.2011.06.008
Teo, T., Huang, F., & Hoi, C. K. W. (2018). Explicating the influences that explain intention to use
technology among English teachers in China. Interactive Learning Environments, 26(4), 460-475.
doi: 10.1007/s12528-014-9080-3
Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what matters in
the training of pre-service teacher’s ICT competencies. Computers and Education, 122, 32-42. doi:
10.1016/j.compedu.2018.03.002
Tondeur, J., van Keer, H., van Braak, J., & Valcke M. (2008). ICT integration in the classroom: challenging
the potential of a school policy. Computers & Education, 51(1), 212-223. doi: 10.1016/j.
compedu.2007.05.003
Ursavaş, Ö. F. (2015). The Influence of Hedonic and Utilitarian Motivations on Teachers Behavioral
Intention to Use Tablet PCs. Education & Science/Egitim ve Bilim, 40(179), 25-43.
van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary
school teachers. European Journal of Psychology of Education, 19(4), 407-422. doi: 10.1007/
BF03173218
van der Heijden, H. (2004). User acceptance of hedonic information systems. MIS Quarterly, 28(4), 695-704.
Woolley, S. L., Benjamin, W. J. J., & Woolley, A. W. (2004). Construct validity of a self-report measure
of teacher beliefs related to constructivist and traditional approaches to teaching and learning.
Educational and Psychological Measurement, 64(2), 319-331. doi: 10.1177/0013164403261