Investigating Teachers' Acceptance of Techno-Pedagogy in a Competency-Based Curriculum: A UTAUT Model Analysis

Tibakanya Joseph

doi:doi:10.11648/j.ajeit.20230702.12

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Investigating Teachers' Acceptance of Techno-Pedagogy in a Competency-Based Curriculum: A UTAUT Model Analysis

Tibakanya Joseph

Published in American Journal of Education and Information Technology (Volume 7, Issue 2)

Received: 16 June 2023 Accepted: 30 June 2023 Published: 8 July 2023

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Abstract

Technology has become an increasingly essential component of education in recent years, and many nations have embraced pedagogical techniques that incorporate technology in a variety of educational contexts. However, instructors in Uganda have shown reluctance to accept such practices, posing a danger to their relevance in technology-oriented classrooms. We used the Unified Theory of Acceptance and Use of Technology (UTAUT) model to evaluate the acceptance and use of techno-pedagogy in a competency-based teaching and learning environment to examine the variables that impact Ugandan teachers' acceptance and use of techno-pedagogy. We also utilized the Technological Pedagogical Content Knowledge (TPACK) paradigm to create the techno-pedagogical competence construct, which was used to assess teachers' grasp of how to successfully incorporate technology into their teaching practice. We investigated five hypotheses about these determinants and gathered data from 245 instructors who were putting the redesigned lower secondary curriculum into practice. To evaluate the data and investigate the correlations between the variables, structural equation modelling was utilized. Our results imply that Behavioral Intention is highly influenced by Performance Expectancy and Facilitating Conditions, which in turn is a key contributor to the use of technology for teaching. Effort Expectancy and Social impact, on the other hand, had no substantial impact on Behavioral Intention. These findings emphasize the necessity of providing enough technical tools, training, and support to teachers to improve the acceptance and application of techno-pedagogy in Ugandan classrooms. Our work adds to the literature on techno-pedagogy acceptability and has substantial policy and practice implications in Uganda and in comparable situations.

Published in	American Journal of Education and Information Technology (Volume 7, Issue 2)
DOI	10.11648/j.ajeit.20230702.12
Page(s)	59-70
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Techno-Pedagogy, CBC Curriculum, Competency-Based Learning, UTAUT Model

References

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Tibakanya Joseph. (2023). Investigating Teachers' Acceptance of Techno-Pedagogy in a Competency-Based Curriculum: A UTAUT Model Analysis. American Journal of Education and Information Technology, 7(2), 59-70. https://doi.org/10.11648/j.ajeit.20230702.12

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Tibakanya Joseph. Investigating Teachers' Acceptance of Techno-Pedagogy in a Competency-Based Curriculum: A UTAUT Model Analysis. Am. J. Educ. Inf. Technol. 2023, 7(2), 59-70. doi: 10.11648/j.ajeit.20230702.12

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Tibakanya Joseph. Investigating Teachers' Acceptance of Techno-Pedagogy in a Competency-Based Curriculum: A UTAUT Model Analysis. Am J Educ Inf Technol. 2023;7(2):59-70. doi: 10.11648/j.ajeit.20230702.12

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@article{10.11648/j.ajeit.20230702.12,
  author = {Tibakanya Joseph},
  title = {Investigating Teachers' Acceptance of Techno-Pedagogy in a Competency-Based Curriculum: A UTAUT Model Analysis},
  journal = {American Journal of Education and Information Technology},
  volume = {7},
  number = {2},
  pages = {59-70},
  doi = {10.11648/j.ajeit.20230702.12},
  url = {https://doi.org/10.11648/j.ajeit.20230702.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20230702.12},
  abstract = {Technology has become an increasingly essential component of education in recent years, and many nations have embraced pedagogical techniques that incorporate technology in a variety of educational contexts. However, instructors in Uganda have shown reluctance to accept such practices, posing a danger to their relevance in technology-oriented classrooms. We used the Unified Theory of Acceptance and Use of Technology (UTAUT) model to evaluate the acceptance and use of techno-pedagogy in a competency-based teaching and learning environment to examine the variables that impact Ugandan teachers' acceptance and use of techno-pedagogy. We also utilized the Technological Pedagogical Content Knowledge (TPACK) paradigm to create the techno-pedagogical competence construct, which was used to assess teachers' grasp of how to successfully incorporate technology into their teaching practice. We investigated five hypotheses about these determinants and gathered data from 245 instructors who were putting the redesigned lower secondary curriculum into practice. To evaluate the data and investigate the correlations between the variables, structural equation modelling was utilized. Our results imply that Behavioral Intention is highly influenced by Performance Expectancy and Facilitating Conditions, which in turn is a key contributor to the use of technology for teaching. Effort Expectancy and Social impact, on the other hand, had no substantial impact on Behavioral Intention. These findings emphasize the necessity of providing enough technical tools, training, and support to teachers to improve the acceptance and application of techno-pedagogy in Ugandan classrooms. Our work adds to the literature on techno-pedagogy acceptability and has substantial policy and practice implications in Uganda and in comparable situations.},
 year = {2023}
}

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TY  - JOUR
T1  - Investigating Teachers' Acceptance of Techno-Pedagogy in a Competency-Based Curriculum: A UTAUT Model Analysis
AU  - Tibakanya Joseph
Y1  - 2023/07/08
PY  - 2023
N1  - https://doi.org/10.11648/j.ajeit.20230702.12
DO  - 10.11648/j.ajeit.20230702.12
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
SP  - 59
EP  - 70
PB  - Science Publishing Group
SN  - 2994-712X
UR  - https://doi.org/10.11648/j.ajeit.20230702.12
AB  - Technology has become an increasingly essential component of education in recent years, and many nations have embraced pedagogical techniques that incorporate technology in a variety of educational contexts. However, instructors in Uganda have shown reluctance to accept such practices, posing a danger to their relevance in technology-oriented classrooms. We used the Unified Theory of Acceptance and Use of Technology (UTAUT) model to evaluate the acceptance and use of techno-pedagogy in a competency-based teaching and learning environment to examine the variables that impact Ugandan teachers' acceptance and use of techno-pedagogy. We also utilized the Technological Pedagogical Content Knowledge (TPACK) paradigm to create the techno-pedagogical competence construct, which was used to assess teachers' grasp of how to successfully incorporate technology into their teaching practice. We investigated five hypotheses about these determinants and gathered data from 245 instructors who were putting the redesigned lower secondary curriculum into practice. To evaluate the data and investigate the correlations between the variables, structural equation modelling was utilized. Our results imply that Behavioral Intention is highly influenced by Performance Expectancy and Facilitating Conditions, which in turn is a key contributor to the use of technology for teaching. Effort Expectancy and Social impact, on the other hand, had no substantial impact on Behavioral Intention. These findings emphasize the necessity of providing enough technical tools, training, and support to teachers to improve the acceptance and application of techno-pedagogy in Ugandan classrooms. Our work adds to the literature on techno-pedagogy acceptability and has substantial policy and practice implications in Uganda and in comparable situations.
VL  - 7
IS  - 2
ER  -

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Tibakanya Joseph

Department of ICT and Multimedia, National Curriculum Development Centre (NCDC), Kampala, Uganda

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APA Style

Tibakanya Joseph. (2023). Investigating Teachers' Acceptance of Techno-Pedagogy in a Competency-Based Curriculum: A UTAUT Model Analysis. American Journal of Education and Information Technology, 7(2), 59-70. https://doi.org/10.11648/j.ajeit.20230702.12

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ACS Style

Tibakanya Joseph. Investigating Teachers' Acceptance of Techno-Pedagogy in a Competency-Based Curriculum: A UTAUT Model Analysis. Am. J. Educ. Inf. Technol. 2023, 7(2), 59-70. doi: 10.11648/j.ajeit.20230702.12

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AMA Style

Tibakanya Joseph. Investigating Teachers' Acceptance of Techno-Pedagogy in a Competency-Based Curriculum: A UTAUT Model Analysis. Am J Educ Inf Technol. 2023;7(2):59-70. doi: 10.11648/j.ajeit.20230702.12

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@article{10.11648/j.ajeit.20230702.12,
  author = {Tibakanya Joseph},
  title = {Investigating Teachers' Acceptance of Techno-Pedagogy in a Competency-Based Curriculum: A UTAUT Model Analysis},
  journal = {American Journal of Education and Information Technology},
  volume = {7},
  number = {2},
  pages = {59-70},
  doi = {10.11648/j.ajeit.20230702.12},
  url = {https://doi.org/10.11648/j.ajeit.20230702.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20230702.12},
  abstract = {Technology has become an increasingly essential component of education in recent years, and many nations have embraced pedagogical techniques that incorporate technology in a variety of educational contexts. However, instructors in Uganda have shown reluctance to accept such practices, posing a danger to their relevance in technology-oriented classrooms. We used the Unified Theory of Acceptance and Use of Technology (UTAUT) model to evaluate the acceptance and use of techno-pedagogy in a competency-based teaching and learning environment to examine the variables that impact Ugandan teachers' acceptance and use of techno-pedagogy. We also utilized the Technological Pedagogical Content Knowledge (TPACK) paradigm to create the techno-pedagogical competence construct, which was used to assess teachers' grasp of how to successfully incorporate technology into their teaching practice. We investigated five hypotheses about these determinants and gathered data from 245 instructors who were putting the redesigned lower secondary curriculum into practice. To evaluate the data and investigate the correlations between the variables, structural equation modelling was utilized. Our results imply that Behavioral Intention is highly influenced by Performance Expectancy and Facilitating Conditions, which in turn is a key contributor to the use of technology for teaching. Effort Expectancy and Social impact, on the other hand, had no substantial impact on Behavioral Intention. These findings emphasize the necessity of providing enough technical tools, training, and support to teachers to improve the acceptance and application of techno-pedagogy in Ugandan classrooms. Our work adds to the literature on techno-pedagogy acceptability and has substantial policy and practice implications in Uganda and in comparable situations.},
 year = {2023}
}

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TY  - JOUR
T1  - Investigating Teachers' Acceptance of Techno-Pedagogy in a Competency-Based Curriculum: A UTAUT Model Analysis
AU  - Tibakanya Joseph
Y1  - 2023/07/08
PY  - 2023
N1  - https://doi.org/10.11648/j.ajeit.20230702.12
DO  - 10.11648/j.ajeit.20230702.12
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
SP  - 59
EP  - 70
PB  - Science Publishing Group
SN  - 2994-712X
UR  - https://doi.org/10.11648/j.ajeit.20230702.12
AB  - Technology has become an increasingly essential component of education in recent years, and many nations have embraced pedagogical techniques that incorporate technology in a variety of educational contexts. However, instructors in Uganda have shown reluctance to accept such practices, posing a danger to their relevance in technology-oriented classrooms. We used the Unified Theory of Acceptance and Use of Technology (UTAUT) model to evaluate the acceptance and use of techno-pedagogy in a competency-based teaching and learning environment to examine the variables that impact Ugandan teachers' acceptance and use of techno-pedagogy. We also utilized the Technological Pedagogical Content Knowledge (TPACK) paradigm to create the techno-pedagogical competence construct, which was used to assess teachers' grasp of how to successfully incorporate technology into their teaching practice. We investigated five hypotheses about these determinants and gathered data from 245 instructors who were putting the redesigned lower secondary curriculum into practice. To evaluate the data and investigate the correlations between the variables, structural equation modelling was utilized. Our results imply that Behavioral Intention is highly influenced by Performance Expectancy and Facilitating Conditions, which in turn is a key contributor to the use of technology for teaching. Effort Expectancy and Social impact, on the other hand, had no substantial impact on Behavioral Intention. These findings emphasize the necessity of providing enough technical tools, training, and support to teachers to improve the acceptance and application of techno-pedagogy in Ugandan classrooms. Our work adds to the literature on techno-pedagogy acceptability and has substantial policy and practice implications in Uganda and in comparable situations.
VL  - 7
IS  - 2
ER  -

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