Critical Success Factors in Accepting Technology in the Classroom

Abstract

The adoption of technology may be a necessary condition, but it is not sufficient for the digital transformation, seen as the mobilizing challenge to do something new and different. Without a strategic vision, we take the risk of acquiring resources to do the same as before, essentially changing the format. This inability imprisons the school to inconsequential models, resources and strategies. Interdisciplinary, social and project-based learning that augmented and virtual reality, internet of things, robots, and artificial intelligence and digital assistants can bring to teaching, where are they? But also mobile, games, simulators and multimedia can influence the routine by inspiring collaborative creativity. On the other hand, the pandemic, in terms of the adoption of technology, constitutes a kind of insurrection against the fatalism that it is not possible to restart the system, that is, rethink the school. This study aims to investigate the degree of acceptance and use of technology by teachers in middle school and high school education and their approaches in the classroom. As a methodological support to this study, the model “Unified Theory of Acceptance and Use of Technology” (UTAUT)) was used and a questionnaire applied to teachers at our school, ob-taining 90 responses. The investigation revealed that the performance expectancy and the ICT compatibility have a greater significant positive influence on the motivation and involvement of teachers. The study also clarifies that teachers intend to use ICT and that they see in them a different di-dactic tool that allows different approaches, thus increasing the quality of teaching and learning.