{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,7]],"date-time":"2025-11-07T13:38:47Z","timestamp":1762522727400,"version":"3.40.5"},"reference-count":0,"publisher":"Informing Science Institute","license":[{"start":{"date-parts":[[2022,1,1]],"date-time":"2022-01-01T00:00:00Z","timestamp":1640995200000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["JITE:Research"],"abstract":"<jats:p>Aim\/Purpose: The goal of the study was to investigate whether the COVID-19 pandemic and its effects on the educational process also affected the views, attitudes, and intentions of educators regarding the use of computers and their applications both for professional and personal purposes.\n\nBackground: A model was developed and tested that included the factors present in the Technology Acceptance Model, together with self-efficacy, and the participant\u2019s gender, age group, level of studies, and ICT training. The educators\u2019 views were recorded twice: (i) before the lockdowns and (ii) after the lockdowns. The two resulting models were compared, so as to come to conclusions regarding possible changes. A model was developed and tested that included the factors present in the Technology Acceptance Model, together with self-efficacy, and the participant\u2019s gender, age group, level of studies, and ICT training. The educators\u2019 views were recorded twice: (i) before the lockdowns and (ii) after the lockdowns. The two resulting models were compared, so as to come to conclusions regarding possible changes. \n\nMethodology: The target group was Greek educators (i.e., individuals teaching in primary and secondary education). The study was conducted in two stages: (i) at the beginning of the first general lockdown (March 2020), and (ii) at the beginning of the 2021 school year (September 2021), when schools re-opened and resumed their normal operations. The final sample was 1,099 educators. A questionnaire was used having three sections: (i) four demographic questions, (ii) twenty-five items for recording the educators\u2019 views, attitudes, and intentions, and (iii) two questions for recording how many hours per -typical day they use computers for professional and personal purposes. \n\nContribution: The study contributes to the deeper understanding of educators\u2019 views, attitudes, intentions, and actual use of computers and how and to what extent these changed after the period of the multiple lockdowns due to the COVID-19 pandemic.\n\nFindings: The study\u2019s major findings were:\n\u2022\tThe lockdowns did not significantly affect the educators\u2019 views, attitudes, and intention to use computers, but resulted in a more extensive use of computers for work than before. \n\u2022\tThe results oppose the basic assumption of TAM that the behavioral intention to use a technological tool translates into the actual use of this tool. \n\u2022\tThe perceived usefulness of computers shaped the educators\u2019 behavioral intention to use them. \n\u2022\tComputer self-efficacy shaped the attitude of educators toward computers.\n\u2022\tAfter the pandemic, the educators\u2019 age and gender no longer play a role in shaping their views. \n\u2022\tThe additional ICT training the educators received did not have an effect on any factor.\n\nRecommendations for Practitioners: Governments have to equip schools with computers and provide the framework that fosters their use. Strategies and support mechanisms that make educators more confident in the use of ICTs and also provide evidence for their usefulness should be implemented. The above will allow the educators\u2019 behavioral intention to use ICTs to be translated into actual use. Administrators in higher education should consider the inclusion of more ICT-related courses in their undergraduate and postgraduate programs addressed to educators. Changes have to be made to the context and content of the in-service ICT training programs.\n\nRecommendation for Researchers: The inclusion of self-efficacy is recommended in future studies involving TAM. As deviations from the original TAM were noted, possible swifts in how educators\u2019 views and intentions are shaped need to be further investigated. \n\nImpact on Society: The increased use of computers by educators might lead to a more intense use of ICTs in schools, resulting in an education better aligned with the needs of the digitalized society.\n\nFuture Research: Comparative studies, targeting educators from other countries, will help to understand how the pandemic affected the educational systems worldwide. Studies are needed for verifying the model\u2019s validity and applicability. Researchers can consider the inclusion of other factors that might have a significant effect. Qualitative data may offer an in-depth understanding of educators\u2019 beliefs. Finally, longitudinal studies can help to understand whether the pandemic had a lasting effect on educators\u2019 intention to use computers.\n\n<\/jats:p>","DOI":"10.28945\/4975","type":"journal-article","created":{"date-parts":[[2022,5,25]],"date-time":"2022-05-25T21:56:32Z","timestamp":1653515792000},"page":"217-244","source":"Crossref","is-referenced-by-count":1,"title":["The Use of Computers by Greek Educators. Did the COVID-19 Pandemic Change Anything?"],"prefix":"10.28945","volume":"21","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-3962-0314","authenticated-orcid":false,"given":"Emmanuel","family":"Fokides","sequence":"first","affiliation":[{"name":"University of the Aegean"}]},{"given":"Despoina-Melina","family":"Kapetangiorgi","sequence":"additional","affiliation":[{"name":"University of the Aegean"}]}],"member":"11490","published-online":{"date-parts":[[2022]]},"container-title":["Journal of Information Technology Education: Research"],"original-title":[],"language":"en","link":[{"URL":"http:\/\/www.jite.org\/documents\/Vol21\/JITE-Rv21p217-244Fokides8196.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"http:\/\/www.jite.org\/documents\/Vol21\/JITE-Rv21p217-244Fokides8196.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2022,5,25]],"date-time":"2022-05-25T21:56:32Z","timestamp":1653515792000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.informingscience.org\/Publications\/4975"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2022]]},"references-count":0,"alternative-id":["4975"],"URL":"https:\/\/doi.org\/10.28945\/4975","relation":{},"ISSN":["1547-9714","1539-3585"],"issn-type":[{"type":"print","value":"1547-9714"},{"type":"electronic","value":"1539-3585"}],"subject":[],"published":{"date-parts":[[2022]]}}}