Does Innovation Need a Reason? The CRS Within the Secondary Education Framework

Abstract

The present paper aims at investigating the extent to which 127 secondary education teachers integrated the Classroom Response Systems (CRS) online platform of Kahoot in their teaching after they had already been trained to use it. Additionally, the study aimed at investigating the reasons for using it or not, the ways it was used and the extent to which factors such as gender may have affected the teachers’ decision to use Kahoot. The study employed a mixed method approach. To this end, a relevant anonymous questionnaire was delivered to the participants followed by two focus group discussions to shed more light into the research issues. The analysis of the questionnaires was implemented with the help of SPSS statistical package whereas the focus group discussions were analysed with the method of content analysis. The study which revealed that the majority of the teachers (30,7%) did not use Kahoot due to fear of incompetency and the need for continuous digital training. The study has implications for policy makers and curricula designers. © 2020, Springer Nature Switzerland AG.