Analysis of French secondary school teachers intention to integrate digital work environments into their teaching practices
This research investigates the effective use of Digital Work Environment (DWE) in France. A theoretical framework based on the pedagogical engineering approach is used to propose an hypothetical model, which results in an explained variable of intention for the pedagogical use of an educational technology. The sex, the teaching disciplines, the use of computers at home and the technical skills are the exogenous variables in this hypothetical model in order to measure the degree of significance of these variables on the intention of integration Digital Work Environment (DWE) in schools. A survey research design was adopted to collect the data on the DWE Scolastance usage from the Academy of Strasbourg Institution. Descriptive statistics and ANOVA were used to measure the difference among the groups. A structural equation modeling approach was used to test and validate the proposed model. The results tend to demonstrate that the DWE is perceived primarily as a communication tool or as a means to achieve the prescribed uses by the academic institutions.
teaching practices usefulness teaching disciplines structural equation modeling teacher beliefs usability digital work environment usage