Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology

Technology invention and implementation have resulted in long-term educational progress. This study aimed to identify the innovative strategies in determining the factors influencing in-service teachers’ technology integration in China, focusing on the information and communication technology (ICT)...

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Vydáno v:PloS one Ročník 18; číslo 8; s. e0286112
Hlavní autoři: Peng, Ran, Abdul Razak, Rafiza, Hajar Halili, Siti
Médium: Journal Article
Jazyk:angličtina
Vydáno: San Francisco Public Library of Science 24.08.2023
Public Library of Science (PLoS)
Témata:
Analysis
Attitudes
Biology and Life Sciences
Classrooms
Computer and Information Sciences
Computer literacy
Digital literacy
Digital technology
Education
Educational innovations
Educational services industry
Educational technology
Gender
Influence
Information technology
Infrastructure
Innovations
Integration
Learning
Literature reviews
Methods
People and Places
Researchers
Social Sciences
Teachers
Teaching
Technology
Technology Acceptance Model
Technology adoption
Technology application
Malaysia
China
ISSN:1932-6203, 1932-6203
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Shrnutí:Technology invention and implementation have resulted in long-term educational progress. This study aimed to identify the innovative strategies in determining the factors influencing in-service teachers’ technology integration in China, focusing on the information and communication technology (ICT) integration. The sample consists of 685 in-service teachers. Four factors are found to influence in-service teachers’ ICT integration: attitudes, self-efficacy, digital competence, and digital tools use. The results of the study utilizing the PLS-SEM approach demonstrated that all four factors have a substantial impact on in-service teachers’ ICT integration and interact with each other. Meanwhile, attitudes, digital competence, and digital tools use have a mediating effect in this research. In addition, the study discussed the effects of gender, age, and teaching experience on influencing factors and ICT integration. This research provided beneficial insights for a successful design of instruction with ICT and contributed to innovative strategies for educational technology.
Bibliografie:ObjectType-Article-1
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Competing Interests: The author(s) declare no conflict of interest.
ISSN:1932-6203
1932-6203
DOI:10.1371/journal.pone.0286112