ICT knowledge absorptive capacity: a critical factor for technology integration in schools

Abstract

This study examines if and how a school´s information and communication technology (ICT) knowledge absorptive capacity (ACAP) affects technology integration in schools. In addition, it investigates the influence of various contextual factors on the degree of contingency of ACAP, such as activation triggers, social integration mechanism, and regimes of appropriability. The study is based on a random sample of N = 411 schools representative of Germany. Structural equation modeling and machine learning were employed. The findings indicate that ICT ACAP has a positive impact on technology integration in schools, and serves as a mediator in the relationship between external knowledge and technology integration. The impact of ICT ACAP on technology integration is contingent upon the presence and efficacy of knowledge-sharing mechanisms within the school, as well as the extent to which schools engage in collaborative efforts with competitors (coopetition). The insights of this study have implications for policymakers and educational leaders, who could prioritize building ACAP and fostering collaborative networks to create more adaptable and innovative school environments.

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ORCID for Chris Brown: orcid.org/0000-0002-9759-9624

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