How do vocational teachers use technology? The role of perceived digital competence and perceived usefulness in technology use across different teaching profiles

Different models and frameworks have been developed to study technology integration in education and teachers’ adoption of technology in their practice (for an overview, see Niederhauser Davis, 1989 ). A recent meta-analysis (Scherer & Teo, 2019 ) considered the former component (1) and the main constructs of TAM and found that PU plays an even more important and direct role in behavioural intention than other constructs, such as teachers’ attitudes toward technology. Regarding the latter component (2), teachers’ digital competence may be a better measure than the general computer self-efficacy used in TAM models, especially when measured with self-assessment tools. One of the most frequently used models for teachers’ digital competence is DigCompEdu (Redecker & Punie, 2017 ).