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The Impact of Teachers' Perceptions of the Effectiveness of Formal and Informal Technology Learning on Technology Usage Intentions

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Title: The Impact of Teachers' Perceptions of the Effectiveness of Formal and Informal Technology Learning on Technology Usage Intentions
Language: English
Authors: Minchul Shin (ORCID 0000-0001-6874-2340), Innwoo Park (ORCID 0000-0003-2146-8430)
Source: Education and Information Technologies. 2025 30(4):4519-4544.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Technology Uses in Education, Teacher Attitudes, Digital Literacy, Self Efficacy, Experiential Learning, In Person Learning, Distance Education, Mass Media Role, Peer Relationship, Learning Processes, Instructional Effectiveness, Informal Education, Technology Integration, Teacher Role, Intention
DOI: 10.1007/s10639-024-12975-7
ISSN: 1360-2357
1573-7608
Abstract: This study investigated the impact of teachers' perceptions of the effectiveness of formal and informal technology learning on their intention to use technology, mediated by technology self-efficacy and digital literacy, within a structural relationship framework. The research model included formal technology learning types such as in-person and remote training, and informal types like learning through media, learning through experience and reflection, interaction with peers, and participation in professional learning communities. The results showed that only learning through media had a significant positive influence on the technology usage intention. Among the mediating factors, only digital literacy demonstrated a significant direct effect on technology usage intention. The study further revealed that the perceived effectiveness of formal learning types, in-person and remote training, and informal type, personal learning through media, positively correlated with both technology self-efficacy and digital literacy. However, other informal learning types did not exhibit significant relationships with these mediating variables. In terms of mediating effects, significant mediation was found only when digital literacy mediated the relationship between the effectiveness perception of certain learning types and technology usage intention, while technology self-efficacy did not demonstrate significant mediation. Based on these findings, this study presents implications for effective application strategies of formal and informal technology learning to enhance teachers' intentions to use technology.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1462745
Database: ERIC
FullText Text:
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  Data: The Impact of Teachers' Perceptions of the Effectiveness of Formal and Informal Technology Learning on Technology Usage Intentions
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  Data: <searchLink fieldCode="AR" term="%22Minchul+Shin%22">Minchul Shin</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6874-2340">0000-0001-6874-2340</externalLink>)<br /><searchLink fieldCode="AR" term="%22Innwoo+Park%22">Innwoo Park</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2146-8430">0000-0003-2146-8430</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+and+Information+Technologies%22"><i>Education and Information Technologies</i></searchLink>. 2025 30(4):4519-4544.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 26
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mass+Media+Role%22">Mass Media Role</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Informal+Education%22">Informal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink>
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  Data: 10.1007/s10639-024-12975-7
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  Data: 1360-2357<br />1573-7608
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  Label: Abstract
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  Data: This study investigated the impact of teachers' perceptions of the effectiveness of formal and informal technology learning on their intention to use technology, mediated by technology self-efficacy and digital literacy, within a structural relationship framework. The research model included formal technology learning types such as in-person and remote training, and informal types like learning through media, learning through experience and reflection, interaction with peers, and participation in professional learning communities. The results showed that only learning through media had a significant positive influence on the technology usage intention. Among the mediating factors, only digital literacy demonstrated a significant direct effect on technology usage intention. The study further revealed that the perceived effectiveness of formal learning types, in-person and remote training, and informal type, personal learning through media, positively correlated with both technology self-efficacy and digital literacy. However, other informal learning types did not exhibit significant relationships with these mediating variables. In terms of mediating effects, significant mediation was found only when digital literacy mediated the relationship between the effectiveness perception of certain learning types and technology usage intention, while technology self-efficacy did not demonstrate significant mediation. Based on these findings, this study presents implications for effective application strategies of formal and informal technology learning to enhance teachers' intentions to use technology.
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        Value: 10.1007/s10639-024-12975-7
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      – Text: English
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        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Digital Literacy
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Distance Education
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      – SubjectFull: Mass Media Role
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Learning Processes
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Informal Education
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      – SubjectFull: Technology Integration
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      – SubjectFull: Intention
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      – TitleFull: The Impact of Teachers' Perceptions of the Effectiveness of Formal and Informal Technology Learning on Technology Usage Intentions
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