Explaining Technology Integration in K-12 Classrooms: A Multilevel Path Analysis Model

Autor/inn/en	Liu, Feng; Ritzhaupt, Albert D.; Dawson, Kara; Barron, Ann E.
Titel	Explaining Technology Integration in K-12 Classrooms: A Multilevel Path Analysis Model
Quelle	In: Educational Technology Research and Development, 65 (2017) 4, S.795-813 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-016-9487-9
Schlagwörter	Technology Integration; Elementary Secondary Education; Hierarchical Linear Modeling; Path Analysis; Teacher Attitudes; Technological Literacy; Access to Computers; Technology Uses in Education; Self Efficacy; Florida + Suchen Sie Ihr Suchwort? Pfadanalyse; Lehrerverhalten; Technisches Wissen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Self-efficacy; Selbstwirksamkeit
Abstract	The purpose of this research was to design and test a model of classroom technology integration in the context of K-12 schools. The proposed multilevel path analysis model includes teacher, contextual, and school related variables on a teacher's use of technology and confidence and comfort using technology as mediators of classroom technology integration. Data were collected from 1235 K-12 teachers, who were located in 336 schools in 41 districts across the state of Florida. The results suggest that a teacher's experience with technology significantly influenced his or her classroom technology integration. Access to technology in classrooms and the availability of quality technology support were related to classroom technology integration. In addition, how frequently a teacher uses technology and his or her confidence and comfort using technology were mediators for classroom technology integration. These results provide preliminary evidence that the proposed model is both useful and relevant in explaining classroom technology integration in K-12 schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01