Academic Journal
What Predicts K-12 Teachers' Technology Integration Practices in U.S. Public Schools?: The Relationship between Teachers' Beliefs and Support
| العنوان: | What Predicts K-12 Teachers' Technology Integration Practices in U.S. Public Schools?: The Relationship between Teachers' Beliefs and Support |
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| اللغة: | English |
| المؤلفون: | Woonhee Sung, Heejung An, Christopher L. Thomas |
| المصدر: | Journal of Online Learning Research. 2024 10(1):49-74. |
| الاتاحة: | Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Secondary Education Elementary Education Secondary Education |
| Descriptors: | COVID-19, Pandemics, Public School Teachers, Technology Integration, Distance Education, Teacher Attitudes, Virtual Classrooms, Technology Uses in Education, Self Efficacy, Learning Activities, Instructional Program Divisions, Elementary School Teachers, Secondary School Teachers, Beliefs, Incidence, Repetition |
| تدمد: | 2374-1473 |
| مستخلص: | This study examined K-12 public school teachers' classroom technology integration practices during the COVID-19 pandemic emergency remote teaching began. Survey data were collected from 76 K-12 teachers in public schools in a Southcentral U.S. state. The data include teachers' general beliefs about technology, their self-efficacy about technology integration, the support they received, and how frequently they implemented various types of technology-integrated activities. General linear models predicted the factors affecting the frequency of implementing technology-integrated activities as a whole group and between K-6 and 7-12 grade levels. The models showed different prediction impacts between grade levels. A significant impact of self-efficacy and interaction was found between general beliefs and support on implementation frequency for K-6 but not for 7-12. Moderation analysis was performed to further examine the relationship between support and general beliefs on self-efficacy. A simple slope analysis showed positive effects of self-efficacy among teachers who had low-to-average levels of general beliefs on self-efficacy. These findings argue for the importance of support for early-grade teachers with lower levels of general beliefs about technology integration. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1427993 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2374-1473 |
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