Digital technologies in education: Knowledge, attitude, and practices among teachers as inputs to an enhanced school technology plan

Abstract

This study aimed to determine teachers' knowledge, attitudes, and practices towards digital technology in education as inputs to an enhanced school technology plan. Focusing on full-time teachers with more than one year of teaching experience, the study collected data through questionnaires. It analyzes personal and non-personal factors influencing teachers' knowledge, attitudes, and practices regarding digital technology, and constructs a multi-dimensional evaluation framework. The findings revealed correlations, differences, and potential causal relationships among teachers' mastery, attitudes, and applications of digital technology in teaching preparation, processes, and evaluation. Notably, teachers with more digital training and experience tend to have more positive attitudes and higher levels of integration of digital technology in their teaching. Based on these findings, the study proposed an enhanced school technology plan to foster deep integration of digital technology and education, aiming to improve teaching quality and efficiency for high-quality societal development. Furthermore, the research underscored the pivotal role of government policy guidance in digital education. By formulating comprehensive strategic plans, increasing investments in educational information technology, and refining relevant laws and regulations, the government can play a crucial role in fostering a sustainable digital education ecosystem. The results enrich the theoretical foundation of digital technology in education and offer practical guidance for higher education institutions, particularly vocational colleges, during their digital transformation journey.