An empirical study on Professional Education Institution (PEI) teachers: their readiness to change the pedagogy in the classroom special reference to Delhi NCR region

Technology has become a defining force in our lives, and its relevance is spreading to virtually every field in one way or another. While some people may go their entire lives never needing to recall the knowledge they gained in various classes throughout their educational career, their experiences with technology will most certainly come in to play very early during their adulthood.

The growing body of literature associated with educational computer use has examined numerous variables and interrelationships in order to gain a better understanding of computer beliefs and use of computers within education. Teachers’ computer acceptance is an important factor to the successful use of computers in education. Thus there is a need to examine the factors affecting teachers’ computer use and its implications to teachers’ professional development strategies. In this research paper is focused on the relationship between actual usage of computer (AUC) and technology acceptance constructs among Professional Education Institution (PEI) teachers in India.

Overall, the study found that the AUC among Professional Education Institution (PEI) teachers were at the moderate level. Meanwhile, the constructs of attitude, perceived usefulness, perceived ease of use, job relevance, and computer compatibility showed significant positive relationship with AUC. Practical recommendations for Professional Education Institution administrators and teachers been discussed.