Childhood Technology Exposure and Workplace Technology Adoption among Sri Lankan Secondary School Teachers.

Abstract

Technology continues to reshape daily life, with adolescents increasingly influenced by digital advancements. Bastone, Ravaglia, and Borraccino (2022) state that childhood experiences shape digital proficiency and perceptions of technology. Knibbs (2022) highlights early years as crucial for developing knowledge, attitudes, and educational technology skills. Early exposure impacts future ICT adoption in professional settings. Peled and Perzon (2022) stress educators' role in guiding students' technological choices, necessitating research on technology use across learning stages. Education is key to national development, directly influencing human capital and economic growth. UNESCO data show fluctuations in Sri Lanka’s educational expenditure, which was 0.51% of GDP in 2022, affecting resource accessibility and education quality (UNESCO, 2024). To address this, Sri Lanka must integrate modern and traditional technologies into teaching (Aturupane et al., 2021). The primary aim of this research was to investigate how childhood exposure to technology influenced the ability of secondary school teachers in Sri Lanka to help embrace the current advancements in workplace technology. Addressing proficiency gaps, it contributes academically and practically, offering insights into classroom technology integration and guiding policymakers on effective implementation. Even though many studies address the effect of childhood technology exposure on workplace technology adoption, there is still a knowledge gap in the Sri Lankan context, which this study strives to fill. The findings will support the Ministry of Education and school administrators in fostering teachers’ technological adaptability and advancing national ICT development. Shifflet and Weilbacher (2015) emphasize the need for technological fluency in modern education, yet many Sri Lankan secondary school teachers struggle with digital adaptation. Mollborn et al. (2021) suggest that early childhood technology exposure shapes long-term adaptability and skills. Budiyanto et al. (2021) highlight that early exposure enhances problemsolving and digital communication, which is crucial for workplace efficiency. However, Alawi and Al Mubarak (2019) note a research gap in Sri Lanka on how childhood technological exposure affects teachers' ability to adopt workplace technology, a critical issue given their role in workforce preparation. Mynaříková and Novotnỳ (2020) point to socioeconomic disparities in childhood technology access, affecting teachers' readiness to integrate digital tools and overall educational quality. Addressing this gap is essential for bridging the digital divide among educators. Dockrell et al. (2009) warn that teachers struggling with digital tools face challenges in delivering modern education, impacting Sri Lanka’s education system in a globalized context (Alawi & Al Mubarak, 2019). This study explores how early childhood experiences influence teachers' workplace technology adoption (Budiyanto et al., 2021). Wilson (2024) stresses the need for such research to inform targeted professional development aligned with modern education trends. This study examines factors like access, parental guidance, and childhood tech addiction in shaping teachers’ digital adaptability. Conducting the research in a school ensured alignment with the research paradigm, allowing for a thorough analysis of the research objectives. RO1: To investigate the relationship between childhood familiarity with technology and the adoption of current workplace technology advancements among secondary school teachers. RO2: To investigate the relationship between childhood technology in problem-solving and adopting current workplace technological advancements among secondary school teachers. RO3: To investigate the relationship between childhood use of technology in communication in embracing current workplace technological advancements among secondary school teachers. RO4: To investigate the relationship between childhood technology use under parental guidance and the adoption of current workplace technological advancements among secondary school teachers. RO5: To investigate the relationship between childhood technology addiction and the adoption of current workplace technology advancements among secondary school teachers.