Exploring teachers’ technology adoption: linking TPACK knowledge and UTAUT-3 constructs
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 Technolog...
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| Format: | Article |
| Language: | English |
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Springer
2025-04-01
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| Series: | Discover Education |
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| Online Access: | https://doi.org/10.1007/s44217-025-00480-z |
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| author | Rodnie Kgalemelo Mafa Desmond Wesley Govender |
| author_facet | Rodnie Kgalemelo Mafa Desmond Wesley Govender |
| author_sort | Rodnie Kgalemelo Mafa |
| collection | DOAJ |
| description | 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). |
| format | Article |
| id | doaj-art-8b9fcd7c965646f58d99bd497a8c0df2 |
| institution | OA Journals |
| issn | 2731-5525 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj-art-8b9fcd7c965646f58d99bd497a8c0df22025-08-20T02:28:11ZengSpringerDiscover Education2731-55252025-04-014111010.1007/s44217-025-00480-zExploring teachers’ technology adoption: linking TPACK knowledge and UTAUT-3 constructsRodnie Kgalemelo Mafa0Desmond Wesley Govender1Botswana International University of Science and TechnologyUniversity of KwaZulu NatalAbstract 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).https://doi.org/10.1007/s44217-025-00480-zTPACKUTAUTTechnology integrationTechnology adoption |
| spellingShingle | Rodnie Kgalemelo Mafa Desmond Wesley Govender Exploring teachers’ technology adoption: linking TPACK knowledge and UTAUT-3 constructs Discover Education TPACK UTAUT Technology integration Technology adoption |
| title | Exploring teachers’ technology adoption: linking TPACK knowledge and UTAUT-3 constructs |
| title_full | Exploring teachers’ technology adoption: linking TPACK knowledge and UTAUT-3 constructs |
| title_fullStr | Exploring teachers’ technology adoption: linking TPACK knowledge and UTAUT-3 constructs |
| title_full_unstemmed | Exploring teachers’ technology adoption: linking TPACK knowledge and UTAUT-3 constructs |
| title_short | Exploring teachers’ technology adoption: linking TPACK knowledge and UTAUT-3 constructs |
| title_sort | exploring teachers technology adoption linking tpack knowledge and utaut 3 constructs |
| topic | TPACK UTAUT Technology integration Technology adoption |
| url | https://doi.org/10.1007/s44217-025-00480-z |
| work_keys_str_mv | AT rodniekgalemelomafa exploringteacherstechnologyadoptionlinkingtpackknowledgeandutaut3constructs AT desmondwesleygovender exploringteacherstechnologyadoptionlinkingtpackknowledgeandutaut3constructs |