This study investigated the current status of EduTech use among Korean English teachers and examined whether patterns of use differ according to school level, prior EduTech training experience, and technology acceptance level. Survey data were collected from 550 English teachers across elementary, middle, and high school contexts and analyzed using descriptive statistics, t-tests, ANOVA, and chi-square analyses. The results indicated that many teachers reported frequent use of EduTech. The most frequently used tools were general-purpose EduTech tools, while skill-specific applications were less commonly employed. Significant differences in EduTech use were found across school levels, with middle and high school teachers showing similar patterns that differed from those of elementary school teachers. Training experience and technology acceptance emerged as particularly influential factors, with higher levels associated with more frequent and diversified EduTech use. These findings highlight the importance of sustained professional development and positive technology acceptance in supporting effective EduTech integration.
Myonghee Kim (Sat,) studied this question.