Attitude towards Technology integration in the Classroom among School Teachers: A Study on Perception, Acceptance, and Implementation of Educational Technologies

Abstract

The use of technology in education is becoming more and more common as a result of scientific and technological advancements. Studies on teachers' views on the use of technology in the classroom are now more important than ever because of this circumstance. The purpose of the current study was to investigate the association between autonomy behaviors and teacher attitudes toward the use of technology in the classroom. Data gathered from a total of 282 teachers was used for analyses. The analysis's findings indicate that teacher opinions toward the use of technology in the classroom vary more by education level than by gender, age, or factors related to school administration or location. The teaching process autonomy and professional communication autonomy behaviors of the teacher strongly determine their attitudes toward technology use in education, in that order of importance.