Factors Associated with Technology Integration to Improve Instructional Abilities: A Path Model

Autor/in	Uslu, Öner
Titel	Factors Associated with Technology Integration to Improve Instructional Abilities: A Path Model
Quelle	In: Australian Journal of Teacher Education, 43 (2018) 4, S.31-50, Artikel 3 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Educational Technology; Technology Uses in Education; Technology Integration; Pedagogical Content Knowledge; Technological Literacy; Gender Differences; Computer Use; Teaching Methods; Teacher Attitudes; Path Analysis; Teacher Competencies; Correlation; Hypothesis Testing; Foreign Countries; Factor Analysis; Regression (Statistics); Structural Equation Models; Turkey + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pädagogische Kompetenz; Technisches Wissen; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Pfadanalyse; Lehrkunst; Korrelation; Hypothesenprüfung; Hypothesentest; Ausland; Faktorenanalyse; Regression; Regressionsanalyse; Türkei
Abstract	Today, students are expected to access, analyse and synthesise information, and work cooperatively. Their learning environment, therefore, should be equipped with appropriate tools and materials, and teachers should have instructional abilities to use them effectively. This study aims to propose a model to improve teachers' instructional abilities through technology integration. To this end, data on variables that affect technology integration were collected from 600 teachers and analysed by using path analysis. The results revealed an acceptable fit between the model and the data. Technological Pedagogical Content Knowledge, attitude towards technology use in education, gender, frequency of computer use, seniority, duration of computer use, technical support, and individual innovativeness have direct or indirect effects on technology integration. The developed model can be considered original because it includes the variable of individual innovativeness. Based on the developed path model, some suggestions were presented to support the instructional abilities of teachers. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01