PERCEPTION OF TEACHERS IN TECHNOLOGY ADOPTION AFTER LOCKDOWN – A STUDY ON AUTONOMOUS COLLEGES

The study makes important advances in our understanding of how higher education institutions in Cochin City use e-learning technologies. According to the study, self-efficacy has a significant role in enhancing the use of e-learning systems in educational settings. The study's conclusions were found to be compatible with and in agreement with many earlier research that had also concluded that pedagogic needs are important predictors of technology use. According to the study, self-efficacy had the greatest ability to predict behavioural intention-to-use when compared to other characteristics. This finding suggests that, in the context of higher education, self-efficacy is the key behavioural intention component influencing the use of e-learning systems. The main driving force behind the adoption of the online mode, even after the ban on online classes, is its accessibility and ease of use. This shows that when E-learning systems are perceived as being simple to use, people are more likely to use them. The findings show that 25% of respondents believe that a lack of technological resources is the main barrier preventing the implementation of online learning technology. Another key barrier to online education is the lack of institutional infrastructure. 90% of respondents said they planned to employ e-technologies in the teaching and learning process even after the lockdown was lifted. Moodle is the major online educational platform used in most of the institutions as a part of teaching - learning process. The development of technology has made it more difficult for instructors to adapt and incorporate it in the classroom. Teachers face more of a problem when attempting to integrate technology into classroom activities than simply network PCs. The review has revealed aspects that either favourably or negatively influence teachers' usage of ICT in order to successfully integrate ICT into education. Numerous elements at the individual level affect how teachers use ICT. Teachers' attitudes, knowledge, and sentiments affect how they use ICT in the classroom. According to research, teachers' self-efficacy affects whether or not they believe technology is valuable and should be incorporated into the classroom. The adoption and integration of ICT into teaching and learning processes can be simply explained by teachers if they have a positive attitude toward the use of educational technology. On a technical level, in order for ICT to be successfully adopted and integrated into teaching, teachers must believe it to be superior to current practices, consistent with their values, past experiences, and needs, easy to use, and capable of being tested out in small doses before adoption. Finally, the innovation's effects must be evident to others. Even yet, some educators are cautious to switch from a current programme to one they have only learned about through literature and conversation, not from direct observation. These three qualities or aspects of how instructors embrace and incorporate ICT into their instruction give information about the variables that encourage their use of technology as well as the obstacles that stand in the way of ICT integration. Lack of infrastructure and technology is the main factor cited in the studies. Teachers must therefore be convinced that technology may make their instruction more engaging, simple, entertaining for both them and their students, and more motivating.

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