AIS Electronic Library (AISeL) - Proceedings of the International Conference on Information Systems Development (ISD): Teachers’ Innovativeness in Using ICT: A DOI-TPACK Perspective (original) (raw)

Abstract

The paper analyzes teachers’ innovativeness in the context of using information and communication technologies (ICT). The research objective was to identify the most innovative groups of teachers and to examine whether their professional advancement and/or types of subjects taught influence the quality of ICT use. As a theoretical perspective, the authors have combined the Diffusion of Innovation (DOI) theory with the Technological Pedagogical Content Knowledge (TPACK) model. Data analysis indicated that the teachers with the second degree of professional advancement are more likely to use ICT tools as compared to the teachers with a higher and lower degree of advancement. Additionally, the teachers of science subjects use ICT tools more often than the teachers of humanities. The study also highlights the need for further research considering teachers’ demographic characteristics, as well as the drivers and barriers of facilitating the use of ICT tools in primary and secondary education.

DOI

10.62036/ISD.2025.130

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Since November 17, 2025

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Teachers’ Innovativeness in Using ICT: A DOI-TPACK Perspective

The paper analyzes teachers’ innovativeness in the context of using information and communication technologies (ICT). The research objective was to identify the most innovative groups of teachers and to examine whether their professional advancement and/or types of subjects taught influence the quality of ICT use. As a theoretical perspective, the authors have combined the Diffusion of Innovation (DOI) theory with the Technological Pedagogical Content Knowledge (TPACK) model. Data analysis indicated that the teachers with the second degree of professional advancement are more likely to use ICT tools as compared to the teachers with a higher and lower degree of advancement. Additionally, the teachers of science subjects use ICT tools more often than the teachers of humanities. The study also highlights the need for further research considering teachers’ demographic characteristics, as well as the drivers and barriers of facilitating the use of ICT tools in primary and secondary education.