Factors affecting digital technology access in vocational education
Akhmad Habibi1, Sofyan Sofyan2, Amirul Mukminin2
1Fakultas Keguruan dan Ilmu Pendidikan, Universitas Jambi, Jambi, Indonesia. akhmad.habibi@unja.ac.id.
Scientific Reports
|April 7, 2023
Summary
Digital technology access in Indonesian vocational schools is crucial for effective integration. Findings reveal motivational and skills access are key, but geographical differences impact technology adoption.
Area of Science:
- Educational Technology
- Information Systems
Background:
- Successful technology integration in education hinges on user perceptions and access to digital tools.
- Inadequate policy design can lead to technology integration failures in educational settings.
Purpose of the Study:
- To develop and validate a scale measuring factors influencing digital technology access for instructional use in Indonesian vocational schools.
- To analyze the structural model of digital technology access and examine geographical differences.
Main Methods:
- A scale adapted from previous research was validated for reliability and validity.
- Partial Least Squares Structural Equation Modeling (PLS-SEM) and t-tests were used on 1355 responses.
Main Results:
- The developed scale is valid and reliable.
- Motivational access showed the strongest link with skills access, while material access had the weakest.
- Motivational access did not significantly influence instructional use.
- Significant geographical differences were found across all variables.
Conclusions:
- Digital technology access is multi-faceted, influenced by motivational, skills, and material factors.
- While motivational and skills access are closely linked, motivational access alone does not guarantee instructional use.
- Geographical location is a significant factor affecting digital technology access and its related variables in Indonesian vocational schools.
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