Educational Technology Integration for Learning: Modeling Teacher Concerns, Adoption, and Behaviour

Abstract

This study examines a Concerns-based Adoption Model (CBAM)-informed pathway linking teachers’ concerns, Level of Adoption (LoA), and enacted behaviour during technology integration, with explicit attention to focused practice (Hall & Hord, 1987). Using validated Arabic instruments with 1,110 Tunisian primary teachers, we identified three adoption profiles: Skeptics (15.4%), Explorers (69.8%), and Connected (14.8%). Structural equation models indicated that LoA was the strongest proximal predictor of behaviour (β = .44 for Support; β = −.30 for Resistance). Early/self, informational, and management concerns were associated with less support and more resistance, whereas consequence/collaboration and refocusing concerns showed the opposite pattern. The models explained 45.5% of LoA and approximately 60% of behavioural outcomes. Findings suggest that stage-sensitive support may help schools move beyond sporadic technology use toward more routine, focused practice.