Research Article
Zhansaya Bakytbekova, Mary F. Rice, Esad Esgin, Guldina Kamalova, Shirinkyz Shekerbekova
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep654
ABSTRACT
Information and communication technologies (ICT) play an increasingly important role in modern education, shaping how teachers access information, design instruction, and support student learning. Understanding the factors that influence ICT engagement among teachers is therefore critical for effective technology integration. This study explored the relationships between demographic factors, technology ownership, and teachers’ knowledge, beliefs, usage, and attitudes toward ICT in educational settings. The study involved 160 university students from Almaty, Kazakhstan, who completed a comprehensive survey assessing their ICT device ownership, knowledge, usage frequency, and attitudes toward ICT. Mediation analysis was conducted to investigate the role of beliefs in the relationship between attitudes and ICT usage. The findings revealed significant correlations between ICT knowledge, attitudes, and usage. Although beliefs about ICT partially mediated the relationship between attitudes and usage, attitudes had a substantial direct effect on ICT usage. Gender and grade level did not show significant differences in ICT engagement. The findings suggest that fostering positive attitudes towards ICT among teachers is crucial for enhancing its integration in educational settings. These findings provide practical views about teacher education and policy by highlighting the importance of increasing positive attitudes toward ICT to support more effective and meaningful integration of technology in educational settings
Keywords: ICT in education, digital divide, ICT knowledge, technology integration, belief mediation
Research Article
Merih Welay Welesilassie, Berhane Gerencheal, Seifu Berihu
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep605
ABSTRACT
Digital inclusion is crucial for providing equitable educational opportunities for students with disabilities. However, significant barriers remain prevalent in low-resource contexts. This study is a beacon of understanding, examining the acceptance, perceptions, and obstacles related to educational technology engagement among young Ethiopian students with physical disabilities. Utilizing an explanatory sequential mixed-methods design, quantitative data were collected from 87 students, followed by in-depth interviews with 12 participants to gain deeper insights into their experiences. The results indicated a strong acceptance and perceived usefulness of digital tools for promoting independent learning and productivity. Nevertheless, students encountered substantial challenges, including a lack of digital readiness support, inadequate infrastructure, high costs, and insufficient teacher training. Structural equation modeling analysis revealed that digital readiness support, acceptance, and trust were significant predictors of students’ willingness to adopt digital technologies. Qualitative findings further illuminated socio-cultural barriers, such as stigma and social exclusion, which hinder effective digital engagement. Utilizing the technology acceptance model in conjunction with the digital divide theory, the findings of this study provide significant insights into the challenges of digital access in Ethiopian educational institutions. The proposed inclusive framework seeks to address critical infrastructural and cultural barriers, thereby promoting equity for students with disabilities. This research underscores the importance of developing and implementing strategies that enhance digital accessibility and inclusion within the educational landscape.
Keywords: digital inclusion, students with disabilities, technology acceptance model, digital divide theory, inclusive education