Technology readiness segment analysis of teachers in using mobile-based teaching applications: An Indonesian context

Abstract

Nowadays, technology has become an essential aspect of teacher professional development. In the Indonesian context, mobile-based teaching applications enable teachers to develop their pedagogical skills. However, their practical use depends significantly on their technology readiness level. This study explores primary school teachers' technology readiness to use the Emancipated Teaching Application. The study involves 303 primary school teachers in one of the regencies in Java, Indonesia. It uses five-point Likert items covering the four dimensions of the Technology Readiness Index. It investigates the readiness index of the teachers and their segment analysis to offer essential insight for further investigation into teachers' perception of using technology for their professional development. It also examines the key factors influencing teachers' adoption of the emancipated teaching platform. The study's findings showed that teachers’ readiness index for technology adoption was a positive value of 3.77 on a 5-point scale, indicating a moderate to high readiness.

Meanwhile, the segment analysis demonstrated that explorers were the biggest among the five user segments, and the hesitators were the smallest. The key motivating factors for the teachers to adopt the Emancipated Teaching Platform were lesson planning, flexibility, adaptability, teachers' competence, and computer self-efficacy. Theoretically, the study's result extends the application of the TRI 2.0 framework in the educational domain, particularly in the context of primary teachers' settings, where user segmentation is less explored. Continuous professional development (CPD) using technology could be tailored based on the user profile.