| Abstract [eng] |
This study explored the determinants influencing Lithuanian middle school teachers' intentions to adopt educational technology. It focused on understanding how factors like computer anxiety, perceived usefulness, ease of use, social influence, and facilitating conditions affect teachers' readiness to integrate technology into their teaching practices. The primary aim was to identify and analyze the factors that influence the intention of Lithuanian middle school teachers to use educational technology. The study aimed to apply the Behavioral Reasoning Theory (BRT) to understand these influences better and provide insights for improving technology adoption in the educational sector. The research employed a quantitative approach, utilizing a structured questionnaire to collect data from middle school teachers across Lithuania. Statistical methods like correlation analysis and structural equation modeling were used to analyze the data. The study revealed that reasoned action elements (perceived usefulness and ease of use) significantly predicted the intention to use educational technology. Computer anxiety, while present, did not significantly correlate with demographic factors. Situational context elements, such as social influence and facilitating conditions, positively influenced technology adoption intentions. The findings underscore the importance of reasoned action in driving technology adoption among teachers. The lack of demographic influence on computer anxiety suggests a broader, more universal issue that transcends age or experience. The study emphasizes the need for policy and administrative strategies focusing on enhancing the perceived benefits and ease of use of educational technology. There are no plans to publish this thesis publicly in any form. |
