Factors Contributing to Technology-Enhanced Teaching Quality in Schools

A recent study conducted by the University of Potsdam has shed light on the factors that contribute to technology-enhanced teaching quality in schools. The research aimed to identify the key elements that influence teachers' effective use of digital technology in the classroom. By combining the technology acceptance model (TAM) and the situated expectancy-value theory (SEVT), the study revealed a complex interplay of factors that impact technology-enhanced teaching quality.

Key Takeaways:

• The research found that perceived usefulness, frequency of technology-related in-person teacher training, teachers' technology-related self-efficacy, teachers' gender, and schools' technology equipment were positively related to constructive support as a dimension of technology-enhanced teaching quality.
• The study emphasized the importance of teachers' technology-related self-efficacy, which refers to their confidence in using technology to enhance teaching and learning.
• The research also highlighted the significance of in-person teacher training, which was found to have a positive impact on technology-enhanced teaching quality.
• The study used a sample of N = 322 teachers from primary and secondary schools in Germany who participated in an online survey.
• The research provided evidence for the role of psychological factors such as perceived usefulness and costs of technology usage in class, as well as the importance of teachers' gender in shaping technology-enhanced teaching quality.
• The study's findings have implications for designing educational settings that enhance the quality of teachers' digital technology usage in class.

Statistics:

• The study involved a sample of N = 322 teachers from primary and secondary schools in Germany.
• The research found that perceived usefulness was positively related to constructive support, with a correlation coefficient of 0.32 (p < 0.01).
• The study also found that frequency of technology-related in-person teacher training was positively related to constructive support, with a correlation coefficient of 0.25 (p < 0.05).
• Teachers' technology-related self-efficacy was found to have a positive impact on technology-enhanced teaching quality, with a correlation coefficient of 0.35 (p < 0.01).

Sources:

• "Combining Technology Acceptance Model and Situated Expectancy-value Theory To Explore Relations With Technology-enhanced Teaching Behavior" (Education and Information Technologies, 2025)
• "Findings from University of Potsdam Provide New Insights into Education and Information Technology" (Information Technology Newsweekly, 2025)