Bhutanese Teacher Educators’ Attitudes Towards Information, Communication and Technology Acceptance and use in Teaching

Implications for Rural Developing Countries

Authors

DOI:

https://doi.org/10.47381/aijre.v34i3.750

Keywords:

ICT competency, perceived usefulness, facilitating conditions, Bhutan, developing countries, zhenphen

Abstract

Information and Communication Technology is a powerful tool for transforming education, and in developing, largely rural countries such as Bhutan, where its widespread access is relatively recent. Information and Communication Technology acceptance and use among teacher educators is crucial for effective contemporary teacher education. Acceptance and use depends on well-established factors, including teachers’ attitudes; however, little is known about teachers’ attitudes in rural developing countries, especially Himalayan and Buddhist countries, which are culturally different to other developing countries. Accordingly, this mixed-method study investigated how Bhutanese teacher educators’ attitudes influence acceptance and use of Information and Communication Technology in teaching. Analysis of survey (n = 90) and semi-structured interview (n = 21) data indicated that teacher educators generally held positive attitudes toward its use. Age, gender, teaching experience and subject of specialization did not influence attitude, while perceived usefulness, facilitating conditions and Information and Communication Technology use, did. Positive attitude was associated with perceived usefulness, while negative attitude aligned with Information and Communication Technology incompetence and slow internet connectivity. Some agreement exists between findings in Bhutan and other developing, rural contexts, however, differences in factors, including gender, and the presence of Buddhist zhenphen highlight the need for policymakers, researchers and interventions to account for context, alongside continued improvement of Information and Communication Technology infrastructure.

Author Biographies

Tshering Tshering, Univerisity of New England

Mr Tshering has taught Educational Technology and Assessment at Samtse College of Education, Royal University of Bhutan for the last ten years. He holds a BSc (Lifescience) from University of Delhi and Master in Education from Rangsit University, Bangkok. Currently, he is doing PhD at the University of New England, Armidale, Australia. He won the Best Teaching Practice Award from Samtse College of Education in 2011. Tshering’s research interest includes educational technology, Assessment, and teaching pedagogies.

Joshua Matthews, University of New England, Australia

Dr Joshua Matthews is a senior lecturer at the School of Education at the University of New England, Australia. His major research interests include computer-assisted language learning and the use of technology in teaching and learning. Joshua’s previous publications have appeared in journals including Computer-Assisted Language Learning, Language Learning and Technology, Australasian Journal of Educational Technology among others.

Rachael Adlington, University of New England, Australia

Associate Professor Rachael Adlington is an academic in the School of Education, University of New England. She specializes in Information and Communication Technologies in education. Associate Professor Adlington works with students to become proficient users of technologies to enhance learning and teaching in all areas of education and training. Rachael’s research interests include the new literacy practices emerging alongside new technologies, and the role of technology in all levels of education.

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Published

25-11-2024

How to Cite

Tshering, T., Matthews, J., & Adlington, R. (2024). Bhutanese Teacher Educators’ Attitudes Towards Information, Communication and Technology Acceptance and use in Teaching: Implications for Rural Developing Countries. Australian and International Journal of Rural Education, 34(3), 36–54. https://doi.org/10.47381/aijre.v34i3.750

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