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

Abstract

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.

Effects of Facilitating Condition, Social Influence and Self-Efficacy on Science Teachers’ Integration of Digital Technology in South Africa: A Regression-Based Approach

“…However, according to Venkatesh et al (2003), self-efficacy does not directly influence the intention to use digital technology. This is supported by a study by Peng et al (2023), which found that self-efficacy influences IDT by mediating the effects of facilitating condition, such as digital tools. Hence, in this study, it was hypothesised that self-efficacy influences the IDT through the mediation of facilitating condition; furthermore, we also attempted to determine whether selfefficacy had any direct effects on the IDT.…”

“…To date, the extent to which teachers are integrating digital technologies in their teaching and the factors influencing their decisions in this matter have remained obscure (Fernández-Sánchez et al, 2022;Peng et al, 2023). There has been a paucity of empirical studies to explore the combined effects of such variables as self-efficacy, facilitating conditions or information and communication technology (ICT) infrastructure on the IDT in teaching (Kundu et al, 2021).…”

Power supply rationing in an era of e-learning: evidence from the rural university

“…Furthermore, work in [20] argued that there exist several barriers for schools and other educational organisations to adopt e-learning within the workplace. In many schools, learning is still taking place within physical classrooms, and it is based on delivery methods, such as "sametime and same-place".…”

“…In many schools, learning is still taking place within physical classrooms, and it is based on delivery methods, such as "sametime and same-place". In these situations, [20] argued, teacher-centered approaches are the norm. Because the teachers work towards strict assessment requirements, they have a strict curriculum that needs to be followed in a step-by step fashion.…”

Pre-Service Teachers’ GenAI Anxiety, Technology Self-Efficacy, and TPACK: Their Structural Relations with Behavioral Intention to Design GenAI-Assisted Teaching

“…Research suggests that educators have not fully embraced technology due to skepticism and reluctance towards its use [14][15][16]. The integration of new technologies into teachers' instructional methods may face obstacles due to a range of challenges, including external factors such as insufficient support, a lack of essential technical resources, and curricular constraints, as well as internal factors like insufficient technical skills or low self-efficacy [17][18][19]. Research has also revealed that some educators prefer to use familiar resources and instructional methodologies and are frequently anxious about new technology, thus leading to their hesitance in technology adoption [20].…”