Factors affecting technology integration in K-12 classrooms: a path model

被引：344
作者：
Inan, Fethi A. [1 ]
Lowther, Deborah L. [2 ]
机构：
[1] Texas Tech Univ, Coll Educ, Dept Educ Psychol & Leadership, Lubbock, TX 79409 USA
[2] Univ Memphis, Coll Educ, Memphis, TN 38152 USA
来源：
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT | 2010年 / 58卷 / 02期
关键词：
Technology integration; Computer use; Technology use; Computer use in education; Path model; COMPUTER-TECHNOLOGY; PEDAGOGICAL BELIEFS; PORTABLE COMPUTERS; USER ACCEPTANCE; TEACHERS USE; SCHOOL; ICT; LIMITATIONS; PRESERVICE;
D O I：
10.1007/s11423-009-9132-y
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The purpose of this study was to examine the direct and indirect effects of teachers' individual characteristics and perceptions of environmental factors that influence their technology integration in the classroom. A research-based path model was developed to explain causal relationships between these factors and was tested based on data gathered from 1,382 Tennessee public school teachers. The results provided significant evidence that the developed model is useful in explaining factors affecting technology integration and the relationships between the factors.
引用
收藏
页码：137 / 154
页数：18
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