Authors - O R S Rao, Rajkumar Abstract - Due to the unprecedented COVID-19 Pandemic scenario, students were forced to leave their universities all across the world and attend classes from their homes. The vast majority of Higher Education Institutions (HEI) made use of Educational Technologies (EdTech) to provide seamless classes. Though COVID-19 abated, most educational institutions continued a blended mode of teaching-learning. However, there was a notable difference in the levels of integration of EdTech and usage at the institutional and individual levels for both students and teachers. Considering the importance of the teachers in the teaching-learning process, this research concentrates on how teachers in HEIs are integrating EdTech in pedagogy. Management discipline was taken up for the study, as it is practice-oriented and hence is more amenable for deployment of EdTech in academic delivery. It employed the modified model of the UTAUT 2, by substituting Value Belief for Price Value, which is not relevant in educational institutions. 111 responses were collected from March to July 2022, from the teachers, handling classes for Undergraduate and Postgraduate students in the Management discipline from the Higher Education institutions, including Business Schools, in the Jharkhand State of India. Results showed that Teachers' Behavioural intention, which in turn has a favourable impact on actual usage, is significantly influenced by their value beliefs and habits. While the results are corroborated by some of the earlier studies, there is clear evidence of the impact of COVID-19 on the technology integration behaviour of teachers. As EdTech is increasingly becoming a key enabler for more effective academic delivery, this study helps in understanding the key aspects to motivate teachers in HEIs, including Business Schools, to integrate it into their teaching-learning processes, leading to blended education delivery, thereby improving the learning outcomes of the students, in a big way.
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