Observational analysis reveals how technological acceptance and competence shape behaviour in music education, suggesting a need for better integration.
Key Points
Music teachers' attitudes toward technology influence their actual behaviour in classroom settings.
Data from 307 music teachers showed that acceptance directly affects their technological behaviour, emphasizing the importance of competence.
Structural equation modelling was used to establish relations between technological acceptance, competence, and behaviour.
The findings highlight cultural factors that shape technology integration in music education across different contexts.