Testing the Effects of Technological Barriers on High School Teachers’ Role in Technology Integration

Oct 15, 2026

Uploaded by Marglet

The study examines how technology-integration barriers faced by high school teachers affect acceptance of technology using TAM. It maps teachers’ perceived internal and external barriers and extends a comprehensive model analyzed via structural regression. Data from 399 teachers across Turkey show that internal barriers directly influence perceived usefulness, perceived ease of use, attitudes, and behavioral intention, while external barriers act indirectly. External barriers also directly affect internal barriers.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Highlights

What is already known about this topic

What this paper adds

Introduction

Theoretical Framework

Theories about the Individual Use and Acceptance of Technology

Testing the Effects of Technological Barriers on High School Teachers’ Role in Technology Integration Nazire Burcin Hamutoglu Abstract: The extent of barriers in technology integration that teachers have faced in the teachinglearning process has long been the focus of researchers. The main purpose of the current study is to map the perceived internal and external barriers of teachers on TAM while integrating technology into their classroom. The proposed comprehensive model was extended with the internal and external barriers and analyzed by the structural regression technique. The findings, from a sample of 399 teachers across Turkey, show that internal technology barriers have a direct effect on perceived usefulness, perceived ease of use, attitudes, and behavioural intention. External technology barriers do not have a direct effect but have an indirect effect on perceived usefulness, perceived ease of use, attitudes and behavioural intention. Finally, the findings show that external technology barriers have a direct impact on internal technology barriers. Keywords: Acceptance, barriers, external, improving classroom teaching, TAM. Highlights What is already known about this topic: • It is already known that barriers and individual acceptance and intention to use are crucial factors for successful and effective technology integration at schools. • It is already known that perceived ease of use has a significant effect on perceived usefulness, and perceived usefulness has a significant effect on attitude. • It is also known that attitude is a significant predictor of behavioral intention. What this paper adds: • The paper makes use of a well-known statistical method, structural regression, to look at the interaction of two variables of key importance in technology integration; the internal and external barriers and investigates their impact on technology integration. • Internal technology barriers have a direct effect on perceived benefit, perceived ease of use, attitudes, and behavioural intention of teachers, • External technology barriers do not have a direct effect but rather an indirect effect on perceived benefit, perceived ease of use, attitudes, and behavioural intention of teachers, and • External technology barriers have a direct impact on internal technology barriers. The implications of the presented paper for practice and/or policy are as follows: • Owing to the finding that, external barriers indirectly impact technology integration, through internal barriers, it is obvious that investment in technological infrastructure in education will not necessarily lead to technology integration, • To successfully integrate technology into education, the internal barriers must be removed. Introduction As far as technology integration is concerned, technology barriers seem to be an important element in the literature and are discussed together in many studies (Birisci & Kul, 2019; Ertmer, 2005; Franklin et al. , 2001) . Considering the aspects explaining the technology barriers in the studies, any factor related to the attitudes and beliefs of individuals refers to an internal barrier while factors such as time, technical and institutional support, infrastructure and so on refer to external barriers to technology integration, and the lack of these factors have been defined as a reason for poor technology implementations. According to Rogers (2003), external barriers are related to usability, technical and institutional support, accessibility to technology, stakeholder development, time and material issues while teachers’ beliefs and attitudes about computers and classroom practices and reluctance to change are internal barriers. Undoubtedly, these limitations present barriers to the use of technologies, and more importantly, to their integration into education. Indeed, individuals’ self-efficacy skill in learning and teaching activities is important as an internal barrier when using a new

FAQs

What is the study’s main purpose regarding technology integration?

It maps teachers’ perceived internal and external barriers and analyzes their impact on technology integration using TAM.

How do internal technology barriers affect teachers’ technology acceptance?

They have direct effects on perceived usefulness, perceived ease of use, attitudes, and behavioral intention.

Do external technology barriers directly affect technology integration outcomes?

They do not have direct effects, but they influence outcomes indirectly through perceived usefulness, perceived ease of use, attitudes, and behavioral intention, and they directly affect internal barriers.

Oct 15, 2026

Uploaded by Marglet