Beyond perceived usefulness: Understanding the complexities of Web 2.0 integration in Greek primary education
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Abstract
This study examines the factors influencing the adoption of Web 2.0 tools by primary school teachers, with particular attention to their perceptions and intentions toward classroom integration. Although digital technologies are widely promoted in education, limited research has systematically addressed the underlying factors shaping teachers readiness to adopt collaborative and interactive Web 2.0 tools in primary school contexts, thereby revealing a clear research gap. The objective of this study is to explore how perceived usefulness and perceived ease of use influence teachers intentions to integrate Web 2.0 tools into their instructional practices. Guided by a structured theoretical framework, the study employed a quantitative research approach to examine teachers perceptions, technological proficiency, and perceived barriers to adoption. The findings indicate that favorable perceptions of usefulness and ease of use strongly support adoption intentions, particularly for tools that enhance collaboration and multimedia engagement. However, constraints such as limited time, insufficient technical support, and concerns related to online safety and privacy hinder effective integration. The study underscores the importance of targeted professional development, continuous technical support, and supportive institutional policies. These findings offer practical and theoretical implications for fostering effective digital tool integration in primary education.
Keywords: Adoption; digital tools; primary education; teacher perceptions; Web 2.0.
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