Testing Predictive Models of Technology Integration in Mexico and the United States

ABSTRACT

Data from Mexico City, Mexico (N = 978) and from Texas, USA (N = 932) were used to test the predictive validity of the teacher professional development component of the Will, Skill, Tool Model of Technology Integration in a cross-cultural context. Structural equation modeling (SEM) was used to test the model. Analyses of these data yielded positive results for the model's validity and reliability, with more than 90% of the variance in classroom technology integration found to be attributable to a linear combination of a teacher's attitude or Will, technology proficiency or Skill, and access to technology Tools. Results also showed a differential effect of predictors on integration, depending on the teacher's stage of technology adoption: At lower stages Tool access appears to be the best predictor; whereas, at higher stages Skill appears to be the best predictor. At the highest stage of adoption Will may replace Skill as the best technology integration predictor. Collective findings regarding the orderings of integration predictors shed light on alternative theoretical views of technology integration. Findings tend to support the view of technology integration as a step-wise, sequential, developmental process, rather than the process of eliminating external and internal barriers that impede the full integration of technology into a classroom teaching/learning environment.

KEYWORDS:

• Attitude toward technology
• technology skills and access
• models of technology integration
• cross-cultural studies
• structural equation modeling