Obstacles and Influencing Factors in The Use of Information Technology By University Teachers from The Perspective of TPACK

Xianjie Peng; Zedan Xu; Zhe Liu

doi:10.6918/IJOSSER.202506_8(6).0035

Authors

Xianjie Peng
Zedan Xu
Zhe Liu

DOI:

https://doi.org/10.6918/IJOSSER.202506_8(6).0035

Keywords:

Information technology usage; TPACK; Technology Acceptance Model; Task-Tech Adaptation Model; Technology Behavior Theory.

Abstract

With the advent of the information age, the role of information technology in educational development has become increasingly prominent, which has also raised higher requirements for teachers' use of information technology. This research is based on the TPACK theoretical model and introduces seven types of knowledge from the TPACK theory as independent variables; it also introduces three dependent variables, namely teachers' attitude towards technology adoption, operational behavior, and usage effect, to explore the obstacles to the use of information technology by college teachers and the factors influencing the occurrence of these obstacles. The research results show that the teachers' mastery of TPACK has an impact on the obstacles to the use of information technology, and the integration of any two types of knowledge has a more significant impact than a single dimension. The integration of the three types of knowledge has the most significant impact. This research demonstrates that the teachers' mastery of TPACK can significantly affect all aspects of the obstacles to the use of information technology by college teachers. At the same time, it provides operational suggestions for teachers to improve their use of information technology and promote the organic integration of teaching and technology.

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