Factors influencing technology integration among mathematics educators in South Africa: A modified UTAUT2 perspective.
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| Title: | Factors influencing technology integration among mathematics educators in South Africa: A modified UTAUT2 perspective. |
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| Authors: | Musasa, Antony1, Goto, Jameson1 jgoto@uj.ac.za, Lautenbach, Geoffrey1 |
| Source: | Contemporary Educational Technology. Apr2025, Vol. 17 Issue 2, p1-21. 21p. |
| Subject Terms: | *Exploratory factor analysis, *Mathematics education, *Factor structure, Confirmatory factor analysis, Structural equation modeling, Integrals |
| Abstract: | Educators must effectively integrate technology into their teaching practices in today’s technology-driven world. This study investigated factors influencing technology integration into teaching among mathematics educators in Gauteng secondary schools in South Africa. The unified theory of acceptance and use of technology, extended by adding the technological pedagogical content knowledge (TPACK) framed the study. Data was collected using an online questionnaire from 309 mathematics educators. Exploratory and confirmatory factor analyses were used to validate and verify the measurement model. The structural equation modelling analyses indicated that hedonic motivation (HM), performance expectancy (PE) and TPACK influenced behavioral intention (BI) to integrate technology. TPACK, facilitating conditions (FC), effort expectancy (EE), social influence (SIN), descriptive norms (SID) and habit (HT) influenced the behavioral use (BU) of technology integration. The second-order structural modelling indicated that all the constructs contributed to technology integration. Still, TPACK was the most important, with the highest explained variance of 64.4%, followed by EE, FC, HM and HT, which all had explained variances above 50%. BI and BU, PE and social influence contributed less than 50% of the explained variance. Our findings could provide insights into future interventions for effective technology integration for in-service educator training. [ABSTRACT FROM AUTHOR] |
| Copyright of Contemporary Educational Technology is the property of Bastas Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184478503 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Factors influencing technology integration among mathematics educators in South Africa: A modified UTAUT2 perspective. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Musasa%2C+Antony%22">Musasa, Antony</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Goto%2C+Jameson%22">Goto, Jameson</searchLink><relatesTo>1</relatesTo><i> jgoto@uj.ac.za</i><br /><searchLink fieldCode="AR" term="%22Lautenbach%2C+Geoffrey%22">Lautenbach, Geoffrey</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Contemporary+Educational+Technology%22">Contemporary Educational Technology</searchLink>. Apr2025, Vol. 17 Issue 2, p1-21. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Exploratory+factor+analysis%22">Exploratory factor analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Factor+structure%22">Factor structure</searchLink><br /><searchLink fieldCode="DE" term="%22Confirmatory+factor+analysis%22">Confirmatory factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Integrals%22">Integrals</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Educators must effectively integrate technology into their teaching practices in today’s technology-driven world. This study investigated factors influencing technology integration into teaching among mathematics educators in Gauteng secondary schools in South Africa. The unified theory of acceptance and use of technology, extended by adding the technological pedagogical content knowledge (TPACK) framed the study. Data was collected using an online questionnaire from 309 mathematics educators. Exploratory and confirmatory factor analyses were used to validate and verify the measurement model. The structural equation modelling analyses indicated that hedonic motivation (HM), performance expectancy (PE) and TPACK influenced behavioral intention (BI) to integrate technology. TPACK, facilitating conditions (FC), effort expectancy (EE), social influence (SIN), descriptive norms (SID) and habit (HT) influenced the behavioral use (BU) of technology integration. The second-order structural modelling indicated that all the constructs contributed to technology integration. Still, TPACK was the most important, with the highest explained variance of 64.4%, followed by EE, FC, HM and HT, which all had explained variances above 50%. BI and BU, PE and social influence contributed less than 50% of the explained variance. Our findings could provide insights into future interventions for effective technology integration for in-service educator training. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Contemporary Educational Technology is the property of Bastas Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.30935/cedtech/15890 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 1 Subjects: – SubjectFull: Exploratory factor analysis Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Factor structure Type: general – SubjectFull: Confirmatory factor analysis Type: general – SubjectFull: Structural equation modeling Type: general – SubjectFull: Integrals Type: general Titles: – TitleFull: Factors influencing technology integration among mathematics educators in South Africa: A modified UTAUT2 perspective. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Musasa, Antony – PersonEntity: Name: NameFull: Goto, Jameson – PersonEntity: Name: NameFull: Lautenbach, Geoffrey IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1309517X Numbering: – Type: volume Value: 17 – Type: issue Value: 2 Titles: – TitleFull: Contemporary Educational Technology Type: main |
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