A Correlational Quantitative Inquiry Into the Factors Affecting the Integration of Instructional Technology in Jamaican K–12 Institutions

Abstract

The application of information and communication technology (ICT) to educational processes, dubbed instructional or educational technology (EdTech), efficiently increases learner outcomes by fostering student-centered learning, differentiation, and diversified learning techniques. While research has indicated varied benefits of EdTech to teaching and learning, studies in developing countries have shown low adoption and integration of EdTech with a modest impact on student learning. The problem is that Jamaican K–12 institutions are experiencing low levels of EdTech integration, resulting in suboptimal student performances. This quantitative correlational study aimed to investigate the low levels of EdTech integration in Jamaican K–12 institutions, resulting in suboptimal student performance. There is limited published research exploring the challenges surrounding EdTech integration in the Jamaican context. This study, guided by the diffusion of innovations theory (DOI) and the theory of reasoned action (TRA), investigates the degree to which a relationship exists between first-order factors, second-order factors, and EdTech integration in Jamaican K–12 institutions. Participants in the study included trained teachers from all educational regions working in primary and secondary public schools in Jamaica. Data from a purposive sample of 146 teachers were collected and analyzed from responses using the Boston USEIT teacher survey. Data analysis using Spearman’s correlation test indicated a significantly positive relationship between EdTech integration and first-order and second-order factors. Further research is recommended at the primary and tertiary levels and within rural institutions.