Predictors of teachers’ actual classroom technology use: The role of technological knowledge, perception/motivation, and teaching approaches

Source abstract

Integrating blended learning under the Fourth Industrial Revolution imperative requires shifting educational focus from hardware distribution to frontline teacher readiness. This study evaluated the collective and unique predictive weights of teachers’ <i>technological knowledge</i> (<i>TK</i>), perceptions and motivation, and general <i>teaching approaches</i> on actual classroom technology use within the resource-constrained Ethiopian secondary school context. A non-experimental, explanatory quantitative survey design was deployed with 53 educators in Central Ethiopia Region. Due to significant baseline non-normality across variables determined by a one-sample Kolmogorov-Smirnov test (p < .05), parameter estimates and objectives were tested via robust multiple linear regression utilizing 2,000 bootstrap resamples. The overall regression model was statistically highly significant, F(3, 49) = 5.056, p = .004, collectively explaining 23.6% (R<sup>2</sup> = .236) of the total variance in classroom technology utilization. Individually, <i>TK</i> was the sole statistically significant unique positive predictor (<i>β</i> = .370, B = 0.201, p = .009, bias-corrected accelerated 95% confidence interval [0.064, 0.376]), uniquely explaining 13.6% of the variance. Conversely, general <i>teaching approaches</i> (<i>β</i> = .285, p = .089) and <i>perception and motivation </i>(<i>β</i> = .025, p = .864) carried no significant unique predictive weight. Positive psychological perceptions are secondary to concrete technical mastery. Educational policymakers must prioritize hands-on, domain-specific technological capacity building over simple mindset advocacy to achieve sustainable classroom digital transformation.