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Sustainable Technology Integration in Underserved Area Schools: The Impact of Perceived Student Change on Teacher Continuance Intention

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  • Hye Jeong Kim

    (Graduate School of Education, Chung-Ang University, 84 Heukseok-ro, Dongjak-gu, Seoul 06974, Korea)

  • Hwan Young Jang

    (Department of Education, Dongguk University, Pildong-ro 1 gil 30 Jung-gu, Seoul 04620, Korea)

Abstract

This study aims to examine the determining factors of teachers’ continuance intention to integrate technology in a smart classroom of schools in underserved areas. Smart classrooms provide a supportive learning environment for students by equipping them with advanced multi-functional and mobile technologies. A smart classroom can provide opportunities for teaching and learning by facilitating curriculum implementation and encouraging student success. The sustainable integration of technology in a smart classroom depends on the teacher’s ability to effectively utilize digital technology in the classroom. We assessed teachers’ perceptions of their technology integration by building a research model for sustainable technology integration in an underserved area in South Korea. For this, we included four aspects of teachers’ perceptions: the frequency of technology integration, the effort toward instructional practices, student change, and continuance intention. Data were gathered via a self-administered online survey with a sample of teachers who are participating in a smart school program and were analyzed using partial least squares structural equation modeling. The findings of the study show that teachers in smart classrooms are motivated to continue technology integration when they experience positive changes among students after employing smart classroom technologies. The research findings can contribute to the efforts of educators, scholars, and policy-makers to pursue sustainable development in underserved area schools.

Suggested Citation

  • Hye Jeong Kim & Hwan Young Jang, 2020. "Sustainable Technology Integration in Underserved Area Schools: The Impact of Perceived Student Change on Teacher Continuance Intention," Sustainability, MDPI, vol. 12(12), pages 1-13, June.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:12:p:4802-:d:370443
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    References listed on IDEAS

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    1. Comi, Simona Lorena & Argentin, Gianluca & Gui, Marco & Origo, Federica & Pagani, Laura, 2017. "Is it the way they use it? Teachers, ICT and student achievement," Economics of Education Review, Elsevier, vol. 56(C), pages 24-39.
    2. Viswanath Venkatesh & Fred D. Davis, 2000. "A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies," Management Science, INFORMS, vol. 46(2), pages 186-204, February.
    3. Streukens, Sandra & Leroi-Werelds, Sara, 2016. "Bootstrapping and PLS-SEM: A step-by-step guide to get more out of your bootstrap results," European Management Journal, Elsevier, vol. 34(6), pages 618-632.
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    Cited by:

    1. Dongyan Nan & Yerin Kim & Min Hyung Park & Jang Hyun Kim, 2020. "What Motivates Users to Keep Using Social Mobile Payments?," Sustainability, MDPI, vol. 12(17), pages 1-13, August.

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