The evolution of the association between teacher technology integration and its influencing factors over time

Abstract

Teacher technology integration is an evolutionary process, and its relation with various personal and contextual variables may change over time. This study collected questionnaire responses from 429 Chinese K-12 teachers at two time points, and examined how the associations of technology-related beliefs, pedagogical practices and perceived contextual barriers with student-centered technology use and teacher-centered technology use changed over time. PLS path modeling analysis revealed that value belief about technology use became less important and TPACK self-efficacy became more important for both types of technology use over time. The relationship of pedagogical practices with technology use decreased over time too as teachers developed greater flexibility toward technology use. The study further revealed that the evolution of the association varied for student-centered technology use and teacher-centered technology use. The findings advocate a dynamic and differentiated approach to understanding and supporting teacher technology use.

Keywords:

• Teacher technology integration
• student-centered and teacher-centered
• value belief
• TPACK self-efficacy
• pedagogical practice

Additional information

Notes on contributors

Chun Lai

Dr Chun Lai is an associate professor at the faculty of Education, the University of Hong Kong. Her research interest on self-directed learning with technology in the informal learning context.

Qiu Wang

Dr Qiu Wang is an associate professor of measurement and quantitative methodology in the School of Education at Syracuse University. His research focuses on quantitative research methodology, statistical modeling, and human development in technology-rich teaching and learning settings.

Xianhan Huang

Dr Xianhan Huang is an assistant professor at the Faculty of Education, the University of Hong Kong. Her research focuses on teachers’ proactive behaviour in learning and teaching and teacher professional development.