Are You up for DigiTech? The Role of Internal and External Drivers in the Adoption of Digital Technology in Education

Abstract

Integration of digital technology in the learning environment is met with a multitude of barriers that need to be overcome prior to harnessing the complete array of potential advantages for teaching and learning. While many studies have explored the extrinsic (institutional context) and intrinsic barriers (beliefs and attitudes) from a teachers' perspective, respectively, the relationship between both is underexposed in research. In this study, data collected using an adapted version of the SELFIE questionnaire was used to cluster teachers' responses (n = 269) and identify different profiles. K-means clustering was applied, followed by a multinomial regression analysis, to explore the relationship between the clusters and demographic predictors. The results reveal three meaningful clusters that can be explained by internal drivers (engagement based on attitudes) and external drivers (perceived support). Cluster 1 shows high engagement towards using technology and is positive about support. Cluster 2 shows low engagement towards technology use and expresses mediocre support. Cluster 3 also expresses mediocre support, like the second group, however, their engagement is as high as the first. The cluster groups are associated with teachers' innovation profile, confidence, and the school they work at. Differentiating between teachers based on internal and external drivers appears relevant and is recommended as a good practice to address teachers' needs within the digital transformation of a school organization.