Perceived importance and manageability of teachers toward the factors of integrating computer technology into classrooms

Abstract

In this study, the perceived importance and manageability of teachers on the factors in technology integration were assessed among 407 elementary and secondary schoolteachers. A questionnaire containing 28 items focusing on environmental, personal, social and curricular factors related to technology integration was used. Two sets of data resources gathered from the questionnaire for obtaining teachers’ responses toward the factors of integrating technology into classrooms include: (1) the importance rating for each factor, and (2) the manageability of each item. Factor analysis was first conducted to test the reliability of the questionnaire. From the analysis, four items were dropped and 24 items were selected and regrouped. Cramer’s V analyses among the selected 24 items revealed that teachers’ perceived importance ratings were related with their manageability in some of the factors for integrating computers into classrooms. Relationships between teachers’ use of computers and their perceived importance among the four main factors were also reported.

Acknowledgements

This paper originated in a project supported by a grant from the National Science Council whose financial support is gratefully acknowledged. The assistance from Drs Jon‐Chao Hong, Jeou‐Shyan Horng, Shih‐Hui Chang, and Hui‐Chuan Chu is also appreciated.