Impact of COVID-19 on College Teachers’ Intention to Use EdTech:

A Study on Bangladesh

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Abstract:

Due to the current COVID-19 pandemic situation, the acceptance and adoption of Education Technology
(EdTech) have focused some critical issues in education system. (EdTech.) is exercised widely, few
evidence are there whether and how COVID-19 effects on college teachers’ intention to use EdTech.
There are some models, based in sociological and psychological constructs, that could measure the
degree in which an individual or a company adopt a specific technology (Venkatesh, Morris, Davis, &
Davis, 2003). The study aims to identify theoretically the keystone variables Technology Acceptance
Model (Davis, 1989) reviewed that could imply in the users’ intention to use EdTech. It is found that
subjective norms, training, experience affect the level of perceived usefulness of EdTech. At the same
time, perceived ease of use of EdTech has ultimately put positive impact on teachers’ intention to use it.
Their performance-based data gives the perception.

Keywords: Education Technology (EdTech), COVID-19, teachers’ intention, perceived ease of use,
perceived usefulness, Technology Acceptance Model (TAM)

Introduction
In 2019, the whole world was hit by surprise for the unprecedented and unpreparedness to fight
against COVID-19 (WHO,2021). The COVID-19 pandemic period lasts for more than a year and
half. The rapid transition to online teaching in this time put EdTech promises and research under
heightened scrutiny. Prior to COVID-19, full scale digitized teaching programs with educational
technology embedded across the curriculum were rare (Gaebel et al., 2021; Laufer et al, 2021).
Many claim that the pandemic accelerated the digitalized higher education (Fullan et al., 2020;
Laufer et al, 2021) but it has also brought profound changes in the ways people teach and learn
(DeLacey & Leonard, 2002; Radcliffe, 2002). In recent years, technology acceptance has been a
key area of interest among educational researchers (Teo et al ,2017). Among the research themes
are the factors that explain technology integration among educational users (Legris, Ingham, &
Collerette, 2003). Ajzen and Fishbein’s (1980). The purpose of this study is to examine college
teachers’ intention to use EdTech in COVID-19 pandemic situation. This study extends the
technology acceptance model (TAM) framework, with subjective norm and facilitating

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conditions acting as external variables. An investigation of college teachers’ perception toward
using EdTech will help to provide a rich set of antecedents to build a theory of EdTech
acceptance and further illuminate the process of its adoption and use of college teachers in the
context of Bangladesh.

1.1 Aim and Objectives of the Study

The aim of this study was to find out the relationship between COVID-19 and college teachers’
intention to use EdTech in Bangladesh in the pandemic period. This pandemic situation requires
special attention to education sector as it is one of the most affected areas now. As the college
teachers use EdTech in this crisis period, it makes us to think deeply about the future. It paves a
way to arrange a new education system where there would be effortless use of EdTech. This
study made a little attempt to conceptualize the future of EdTech in the hand of college teachers.
That is why, some objectives were set that are given below.

1. To investigate whether there is a relationship between COVID-19 and intention in using

EdTech by college teachers

2. To examine whether there is a relation between perceived ease of use EdTech with perceived
usefulness of it by college teachers in COVID-19 period

3. To find out the factors working behind college teachers’ intention to use EdTech in COVID-
19 pandemic period

The research question, along with a sub- question, that guided this study’s purpose is-

How far does COVID-19 relate to college teachers’ behavioural intention to use EdTech in
teaching?

Sub- question: What are the factors that are affecting college teachers’ behavioural intention to
use EdTech in COVID-19 pandemic situation? `

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Methodology
The researchers chose random sampling technique to achieve the target. The main attribute of
this sampling method is that every sample has the same probability of being chosen. This study
included both quantitative and qualitative approach in data collection. The study took on
descriptive and explanatory research design. This study collected the required information and
data from the journals, newspaper, books, etc. as the primary data. Also, cross sectional survey
methods were applied for this study using an online survey questionnaire, containing 28 items
with Likert Scale (Strongly disagree 1 and 5 for strongly agree). Initially, a pilot test was run on
a sample of 50 college teachers to check data normality and questionnaire / scale reliability.
Based on the findings of the pilot test, questionnaire format was revised, and sample size
narrowed down to encourage mature and realistic feedback. Total 290 questionnaire was
distributed, and 269 college teachers’ responses came. Besides this, an interview was taken from
15 college teachers from different designation to get the depth information on the basis of the
data analysis.
Data Collection Method

The questionnaire used close-ended questions in this study consists of two sections that cover all
the variables that are in the theoretical framework guiding this study. The first section, socio-
demographic, of the questionnaire asked for demographic and other information of the
participants. The second section, construct items were modified from Davis 1989; Teo et al,
2007, Taylor & Todd 1995, Thompson et al. 1991. The structure of the questionnaire followed
five-point Likert-scales that provide a way of measuring the perceptions and attitudes of the
participants in a consistent manner that lends to statistical analysis. For this research, researchers
sent questionnaire to the respondents to collect data through e-mail because respondents were
staying in different districts in Bangladesh and it was difficult to collect data face to face. A letter
of consent was provided together with a participant’s information sheet. Based on the data
collected from questionnaire, an interview was taken from 15 college teachers to get a deeper
view on some specific concepts.
Sampling

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As the population includes all the college teachers, both government and non-government
colleges of Bangladesh, it is difficult for the researchers to collect data from all of them.
Therefore, it is necessary to collect data that ensure the representation of the population and the
researcher can generalize and make conclusions for the entire population (Sekaran, 2003).
Therefore, based on the findings of the pilot test, questionnaire was found relevant and following
that a total 290 questionnaire was distributed, and almost all the questionnaire i.e., 269 responses
came back.

Contribution of the Study

This study examined the relationship between some antecedents that affect teachers’ intention to
use EdTech in COVID-19 pandemic period. Additionally, it aims to discover whether there is a
relationship between socio-demographic characteristics and teachers’ intention to use EdTech.
The outcome of this research aims to provide useful information of the college teachers at the
pandemic period of COVID-19. Through the literature review and the analysis of the findings,
further suggestions will be provided, so improvements could be drawn if necessary.

Literature Review
Education Technologies (EdTech)

World Bank, (2021) defines digital technologies in education as “The use of information and
communication technologies in education can play a crucial role in providing new and
innovative forms of support to teachers, students, and the learning process more broadly”. The
effective and appropriate use of information and communication technologies (ICTs) in
education systems is called EdTech (World Bank,2021). The considered scope of EdTech is
broad, including hardware (feature phones, smartphones, radios, televisions, tablets, and
laptops), software (for student/teacher use, as well as for management, monitoring and
evaluation), infrastructure (electricity, local connectivity, internet), and other digital approaches
(open licensing, open innovation, crowdsourcing). Technology plays a continuous essential role
in delivering education to the students outside of educational institutions. Teachers are the focal
point to a digital environment of learning as his competency and innovative ideas can give the
EdTech a new dimension as a learning platform.

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EdTech and Bangladesh in COVID-19 Period

Bangladesh already had multiple pre-established platforms with which to work. So, it could
deploy remote learning technologies using a combination of TV, Radio, Online and Mobile
Platforms. For Bangladesh, it has become one of the prior necessities to utilize the information
and technology gateway to get entrance to the vast area of its connectivity and appliance. The
government of Bangladesh has taken initiatives to make the people “skilled, equipped and digital
ready” in 2009 and set the goal to get the target by 2021 by accessing to information and 2041 is
the year targeted to get the status of developed country through the access to digitalization of the
country “service at doorsteps” under a2i programme. Donors and development agencies have
invested in infrastructure and the development of ICT skills and digital literacy in the country.
The whole programme is designed and implemented by Access to Information (a2i) programme,
directly monitored by the Prime Minister’s Office, ICT division of The Peoples’ Republic of
Bangladesh.

The main purpose of it is the implementation of effective steps to increase the efficiency,
productivity, transparency, and access to information to all the stakeholders. Education is the
sector where ICT can bring a revolution and the potentiality of it can make a positive change in
the experience of teaching and learning.

While the whole world is facing the challenge to continue the usual day-to-day business, the
countries with strong ICT facilities are getting advantage. The quick development of using ICT
as the platform of introducing Bangladesh digitally as developed as the prosperous country.
According to the ICT experts among the total mobile users, about 163 million, about 110 million
are using internet service. They are using it to get different government financial services like e-
commerce, ride sharing, etc. The timely digital infrastructure that Bangladesh has built for the
last 11 years helps to be accustomed with the new trends. The surprising development in
exercising digital economics, Bangladesh got awarded as the “top mover” in Global Connectivity
Index-2019. The Prime Minister of Bangladesh has designed the road map, policy, infrastructure,
etc. paves the way to establish 5 thousand and 6 hundred digital centres in different parts of the
country from which the mass people get 600 services. It has now become the digital economic
hub.

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After the outbreak of COVID-19, the educational institutes were closed from 17 March,2020.
With several extensions, it was extended up to 11 September,2021. There is a chance to extent
the closure further. Thus, students are deeply affected as they are staying away from the
classroom for a long period. To reduce the irreparable loss in the education sector, the
government and the Ministry of Education collaboration began to take initiative to take classes in
primary, secondary and higher secondary level. Virtual umbrella, the process of digitalization
may take decades to happen in Bangladesh but in this pandemic situation, it takes only weeks to
create a virtual platform. The guardians have taken initiatives to reach the opportunity through
tv, laptop and smartphone (a2i). The state-owned Television network in Bangladesh, Bangladesh
Television (BTV), started broadcasting education television lessons for students for grades six to
ten. The program, called "My School at My Home" broadcasts daily from 9.00 a.m. to 12.30
p.m. local time. These television lessons can also be accessed as on-demand content on the
Bangladesh Television YouTube channel. To ensure that learning continues from home during
school closures, the Government is working with UNICEF to help implement effective remote
learning programmes using TV, radio, mobile phone and Internet platforms. As part of this
collaboration, UNICEF will support parents and caregivers with information on supporting
children with learning at home (The World Bank, 2020).
ICT ministry of Bangladesh combinedly started a new online platform on 23 June that can be
used by all universities. (Education Minister of Bangladesh 15 June,2020 at Jatio Sangsad).
“Ghore bose karigori shikha”, “Ghore bose shikhi” for (Ministry of Primary and Mass
Education). To take classes in an effective and easy way in the university level teaching and to
continue the training programmes in all government and non-government training institutes
“Virtual class” or “Mukto class”, digital platform is inaugurated on 23 June. In this platform, the
teaching facilities can be reached to 92% of the total students. Zoom classroom can be an easily
accessible platform to all as there are so many options to use. In the last more than five months,
the use of internet and e-commerce is increased by 50% in Bangladesh. Around 40 million
students are getting online education through the digital platform of TV and different apps
named “Digital Classroom”, “Education for Nation”, etc. (ICT Minister of Bangladesh).

Theoretical Framework

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This study examines the relationship between users’ (college teachers’) intention to use EdTech
and COVID-19. For this, it took TAM (Technology Acceptance Model) as the theoretical model.
The origins of the TAM came from Ajzen and Fishbein’s. Introduced and developed by Davis
(1989), the TAM is a model that addresses the issue of how Theory of Reasoned Action (TRA)
(Teo et al, 2007) works in technology field. The TAM offers a theoretical perspective that human
behaviour is intentional. It explores the factors that affect behavioral intention to use information
or computer systems and suggests a causal linkage between two key variables—perceived
usefulness and perceived ease of use to behavioural intention. The TAM explores the factors that
affect behavioral intention to use information or computer systems and suggests a causal linkage
between two key variables—perceived usefulness and perceived ease of use to behavioural
intention, and actual system adoption and use (Davis, 1986). TAM is based on Ajzen and
Fishbein’s (1980) Theory of Reasoned Action (TRA) model that offers a theoretical perspective
that human behaviour is intentional. users come to accept and use a technology.
The Technology Acceptance Model predicts whether users will adopt a general-purpose
technology, without focusing on a specific topic (Pituch & Lee, 2006). Further information is
needed regarding its use in specific fields, so that the development of technology can be guided
in the right direction (Mathieson, 1991; Liu et al,2009).
Few studies have used TAM to examine the concept of EdTech and the impact of COVID-19 on
it. Based on TAM, as well as the extension and modification of the model in accordance with
related literature, we propose a new conceptual model that can predict college teachers’
intentions to use EdTech in COVID-19 pandemic period and here after. The model includes
external variables, perceived variables, and outcome variables.

Dependent variable: As mentioned before, this research relies on Technology Acceptance

Model (TAM) (Davis,1989). The key component of this theory is behavioural intention to accept
and adapt technology.

Independent variables: Actually, there are many antecedents who work significantly to bring
the behavioural change in users’ that compels them to use technology in future. This study
selected two antecedents and two moderators and examined their relation to each component for
the sake of exploring the impact of COVID-19 on college teachers’ intention to use EdTech in
teaching in the pandemic period.

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College Teachers’ Intention to Use EdTech (IU):

According to Fishbein and Ajzen (1972) the behavioural intention is defined as a measure of
strength of one's intention to perform a specific behavior. Behavioral intention refers to an
individual's willingness to perform (Ajzen, 2003) or not to perform a specific future behaviour
(Konerding, 1999). Behavioral intention is considered to be an important mediator in the
relationship between the independent variables and the use of specific system (Venkatesh, 2003).

Subjective
Norms
Perceived
Usefulness
Intention to
COVID-19 Motivation use EdTech

Perceived Ease
of Use

Experience

Figure: 1 Research Model

Subjective Norms

Subjective norm refers to the expectations of other people and the motivation to comply with
their expectations. They are the perceived pressures put on an individual to perform a given
behaviour and the individual’s motivation to comply with those pressures (Fishbein & Ajzen,
1975). In the case of technology use, subjective norm refers to the degree to which an individual
perceives that important other believe he or she should use the technology (Teo et al,2017). To a
teacher, the referent others generally include the institution authority (Burnkant & Page Jr, 1988;
Sugar, Crawley, & Fine, 2004; Teo et al, 2017). Venkatesh and Davis (2000) found that when a
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person’s co-workers perceived a system to be useful, that person tended to share the same idea.
Third, control beliefs include beliefs about both internal (e.g. skills, abilities, and emotions) and
external factors (e.g. beliefs about infrastructure, support staff, and access to technology) (Teo et
al, 2017). Venkatesh et al. (2003) and Teo (2011) found that support for facilitating conditions
was significant in predicting intention to use the technology (Teo et al, 2017). Facilitating
conditions can be defined as the degree to which an individual believes that an organizational
and technical infrastructure supports their use of the technology.

Motivation
Motivation In addition to perceived ease of use and perceived usefulness, individual differences
in motivation to use technology systems were found to be one of the most relevant variables in
the successful diffusion of information systems (Hong et al., 2002). Based on the uses and
gratifications approach, past studies that have investigated the role of motivation in Internet use
also confirm that motivation has a positive impact on new technology adoption and use (e.g.,
Lin, 1998; Stafford & Stern, 2002). In addition, instrumental use of media and technology with
greater motivation has been found to produce stronger attitudinal and behavioral effects on the
use of media and technology (Rubin, 2002; Windahl, 1981; Park et al, 2007). Users’ strong
motivation leads to even higher perceived ease of use, which in turn facilitates behavioral
intention to keep using the system in the end. Motivation functioned as an external variable,
which had an either direct or indirect effect on all dependent variables. As compared with those
who have a weak motivation, users with a strong motivation to use EdTech are more likely to
perceive the ease of use and usefulness of the system and to exhibit high evaluations, as long as
the system seems supportive of their teaching (Park et al, 2007).

Perceived Usefulness (PU) of using EdTech

Perceived usefulness is defined as the extent to which an individual believes that he or she would
benefit from using any specific technology (Alsamydai et al, 2014). Moreover, many researches
reaffirmed that the perceived usefulness is an important factor to refine the technology
acceptance model (TAM) (Davis, 1993, Taylor & Todd 1995). Perceived usefulness is
influenced by perceived ease of use and external variables like experience and motivation (Teo et

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al, 2009). Alsamydai et al., (2014) found that the perceived usefulness (PU) has a positive effect
on the intention and usage of EdTech.

Perceived Ease of Use (PEU) of using EdTech

Perceived ease of use is defined as the degree in which a person believes that using a particular
system would be free from effort (Nunkoo et al 2013; Alsamydai et al (2014)). Davis (1989)
argued that perceived ease of use also influences, in a significant way, the attitude of the
individual through two main mechanisms: self-efficacy and instrumentality. The Self- efficacy
term, which was introduced by Bandura (1982), explains that the more the system is easy to use,
the greater should be the user's sense of efficacy. According to Nunkoo et al., (2013) many
researchers (e.g. Aladwani, 2002; Moon & Kim 2001) have studied the relationship between
perceived ease of use and perceived usefulness. Perceived ease of use can also contribute in an
instrumental way in improving a person's performance. Due to the fact that the user will have to
deploy less effort with a tool which is easy to use, they will be able to spare efforts to accomplish
other tasks (Davis, 1986).

Behavioural Intention to Use (BITU) EdTech

According to Fishbein and Ajzen (1972) the behavior intention is defined as a measure of
strength of one's intention to perform a specific behavior. Behavioral intention refers to an
individual's willingness to perform (Ajzen, 2003) or not to perform a specific future behavior
(Konerding, 1999). It has been considered as an important predictor of an individual's behaviors
(Ajzen, 2002, Castaneda Munoz-Leiva & luque 2007). Behavioral intention is considered to be
an important mediator in the relationship between the independent variables and the use of
specific system (Venkatesh, 2003). The TAM suggests that information system usage is
determined by behavioral intention, which is viewed as being jointly determined by the user’s
toward using the system and the perceived usefulness of the system (Davis et al., 1989).

Findings

Frequencies of socio-demographic characteristics

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This section presents the general information of respondents, college teachers, which includes
respondents’ age, gender, marital status, education qualifications, teaching qualifications,
position in job, job location, length in service, category of college work in, job posting place and
experience of using EdTech in years.

VARIABLES FREQUENCY PERCENT

Age
24- 28 16 5.94
28-35 47 17.47
36-40 80 29.73
41-50 96 35.68
51-above 30 11.15
Gender
Female 82 30.7
Male 159 59.0
Marital Status
Married 222 82.5
Single 31 11.5
Widowed 10 3.71
Divorced 6 2.23
Educational Qualifications
Masters 220 81.78
Foreign Masters 13 4.83
MPhil 23 8.55
PhD 13 4.83

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Teaching Qualifications (if any)
None
BEd 71 26.39
MEd 52 19.33
Postgraduate Certificate 46 17.10
Postgraduate Diploma 55 20.44
Any other than these 10 3.71
35 13.01
Experience in using EdTech in years
Above 10 years 4 1.5
5-9 years 20 7.4
3-4 years 78 29.0
0-2 years 167 62.1

Position in Job
Lecturer 109 40.5
Assistant Professor 103 38.3
Associate Professor 36 13.4
Professor 21 7.8
Category of college work in
Government 153 56.9
Non-Government 116 43.1
Length in Service
1-5 67 24.9
6-10 105 39.0
11-20 68 25.3
21-above 31 11.5
Job posting in
Upazilla Headquarter 107 39.8
District Headquarter 81 30.1
Divisional Headquarter 81 30.1

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 Figure: Frequencies of socio-demographic characteristics

Discussion on construct Items:

55.6% agreed that they had experience in using EdTech before the pandemic period. 40.7%
disagreed that they never used EdTech before the outbreak of COVID-19; only 3.7% strongly
agreed.

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Only 10 teachers disagreed on the statement that they found EdTech easy to use in COVID-19
period while 210 out of 269 participants found it easy to use. About 11% gave their answer in
neutral option.

45% disagreed and strongly disagreed that there was no special training for them in using
EdTech. When they need help in using EdTech total no. of agreed and disagreed responses are
almost same 37% and 34% respectively. 266 out of 269 agreed and strongly agreed that their
authority motivated them to use EdTech in COVID-19 pandemic situation. There is no neutral or
disagreed response in the items where college teachers’ used EdTech in taking classes,
evaluating students, and taking examination 255 agreed and strongly agreed while 4.3%
disagreed that they would use EdTech even after pandemic period that gives the positive sense
that even though thee college teachers did not get any training at all to use EdTech and they were
somehow forced to use it as other colleagues and situation demanded this action, the perceived
ease of use and perceived usefulness of EdTech motivate them to use EdTech even after the
pandemic is no more.

3.3 Descriptive Analysis

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The mean values of the items (3.08-4.67) are mostly indicating that the participants agreed or
strongly agreed to most of these. There is some interesting results where it can be seen that most
of the participants disagreed. Especially, most of them have responded that there were no
specialized training before and for using EdTech. Moreover, they disagreed that they found
mental pressure while using EdTech. It contradicts the theoretical aspect that perceived ease of
use technology has a positive relation with the intention of using EdTech among college
teachers.

Statements N Mean Std. Deviation

13. Before the pandemic situation, I used EdTech 269 4.40 .722
14. I find my experience in technology useful in using 269 4.34 .749
EdTech in COVID-19 situation
15. I use EdTech regularly in COVID-19 situation in 269 4.08 1.085
teaching
16. Using EdTech improves my work in COVID-19 269 4.00 1.099
situation
17. Using EdTech enhances my effectiveness in 269 4.07 1.086
COVID-19 situation
18. Using EdTech increases my productivity in 250 3.74 1.200
COVID-19 situation
19. I find EdTech a useful tool in my work in 250 3.62 1.160
COVID-19 situation
20. I find my experience in technology useful in using 269 3.55 1.283
EdTech in COVID-19 situation
21. My interaction with EdTech is clear and 269 3.08 1.279
understandable in COVID-19 situation
22. I find it easy to get EdTech to do what I want it to 269 3.71 1.157
do in COVID-19 situation
23. Interacting with EdTech does not require a lot of 269 3.69 1.108
mental effort in COVID-19 situation
24. I find EdTech easy to use in COVID-19 situation 269 3.68 1.106
25. People whose opinions I value encourages me to 269 3.44 1.181
use EdTech in COVID-19 situation
26. People who are important to me support me to use 269 4.09 .864
EdTech in COVID-19 situation
27. When I need help to use EdTech, specialized 269 4.20 .860
training is available for me
28. When I need help to use EdTech, guidance is 269 4.34 .647

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 available to help me
29. When I need help to use EdTech, a specific person 269 4.18 .830
is available to provide assistance
30. My authority motivates me to use EdTech in 269 4.10 .904
COVID-19 situation
31. My teaching experience enhances my ability to 269 4.40 .750
use EdTech in COVID-19 situation
32. I will continue using EdTech in teaching after the 269 4.49 .616
COVID-19 situation
33. I will enhance my skill in using EdTech in future 269 4.35 .725

Moderation effects

Surprisingly, moderation effects of the proposed variables were not found. We identified two
plausible reasons for the lack of significant moderation effects in this study. First, it is possible
that the selected moderators could not exert sufficient influence on the relationship between
conceptions of learning and an intention to use technology. In other words, gender, age, and
experience were not strong predictors of teachers’ intention to use technology, when we
considered them jointly with conceptions of teaching and learning. As in many studies, personal
beliefs have been found to exert greater influence on action consequence compared to
demographic factors such as gender and age (Durndell, Haag, & Laithwaite, 2000; Ferla, Valcke,
& Cai, 2009). Possibly, the missing associations between teaching/learning beliefs and
demographic factors disqualify the demographic variables as moderators in this research.
Second, this study had focused on the individual characteristics in the selection of moderators.
While these could have had an impact on teacher beliefs about teaching and learning and their
technology acceptance, it may be possible that other variables related to a teacher’s workplace
had greater influences in this regard, such as specific kinds of social influence, namely
compliance, identification, and internalization (Malhorta & Galletta, 1999). This clearly deserves
future research investigations.

Theoretical Contribution

There are many scopes for further researchers to work with different antecedents to get other
outcomes of the TAM. Above all, COVID- 19 which has affected education sectors so radically

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that it is necessary to know much about the college teachers, intention to use EdTech to boost up
the maximum outcomes of technology in education in the present pandemic situation. Davis
(1989) Technology Acceptance Model can be an effective way to reach the way to be
acknowledged of the lacking and at the same time to leave solution from the findings of
researches to be done in this area.

Policy Contribution

The study may contribute to the government’s efforts in understanding and embracing the
concept of college teachers’ intention in using EdTech in Bangladesh. The government and the
ministry of education can use the findings and discussion of the study to exercise and implement
different acts related to EdTech use in teaching and learning.

4.3 Limitations
Studies with different technologies might have resulted in different results and, therefore, it is
possible that the general reference to technology in this research might have affected the results.
Second, researchers have noted disciplinary differences in conceptions of good teaching
(Carpenter & Tait, 2001; Kember, Jenkins, & Chi Ng, 2004). The characteristics and
requirements of each discipline lead to different thoughts and beliefs about how to teach and
learn a particular subject. Hence, it is possible that the specification of the same subject for
participating teachers could have affected the current findings. Another limitation is that the
survey was distributed on the Internet. It is quite possible that the teachers who were more
comfortable with technology were more likely to respond than those who were not. The same
possibility could be applied to the participating schools. Because teachers were “instructed” to
participate in this study, they may have experienced pressure to complete the survey that might
affect the quality of their responses. In addition, there were considerably more female
participants than male. Although this is characteristic of a population of teachers, these
limitations verify the need for further research that involves random sampling from many regions
to increase generalizability.
Conclusion and Recommendation:
As most of the college teachers (representatives of all) participated in this study gave their
valuable view that in spite of not having any kind of training and logistic supports, they used

17
EdTech for its perceived usefulness and ease of use during COVID-19 period. Furthermore, they
wanted to improve their expertise with proper trainings and guidelines and will continue using
EdTech in future. Therefore, the government should develop an education policy with the proper
trainings for college teachers, create a friendly and efficient working place to boost up the
college teachers’ intention in using EdTech to meet the unpredictable challenges, like COVID-
19, in education sector.

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