Investigating the factors affecting ICT integration of in-service teachers in Henan Province, China: structural equation modeling

Abstract

The integration of Information and Communication Technology (ICT) can significantly improve teaching and learning outcomes, but various factors determine the degree to which ICT is integrated into educational practices. This study used quantitative methodology to examine four key factors that impact in-service teachers’ ICT integration and how they interact with each other. Data was collected through snowball sampling from 685 in-service teachers in Henan Province, China. Using partial least squares structural equation modeling (PLS-SEM), the study analyzed four factors from the Technology Acceptance Model 3 (TAM 3) and the Will-Skill-Tool model (WST model): attitudes (AT), self-efficacy (SE), digital competence (DC), and digital tools utilization (DTU). The findings revealed that all four elements exerted a noteworthy influence on the integration of ICT by in-service instructors. Meanwhile, attitudes, digital competence, and digital tools utilization have a mediating effect in this research. Additionally, the study examined how gender, age, and teaching experience influence these factors and ICT integration. The findings revealed that females exhibit higher levels of positive attitudes and digital competence than males, while teachers aged 31–35 years have stronger digital abilities, digital tool use, and ICT integration compared to younger or older teachers. Furthermore, teachers with less than three years of teaching experience exhibit significantly stronger attitudes, self-efficacy, digital competence, and ICT integration than those with more than ten years of experience. The implication of the study provides valuable insights for designing effective ICT-based instruction and developing teacher education and educational technology programs aimed at promoting ICT integration in the classroom.

Examination of the relationship between information and communication technology competencies and communication skills

“…A research study was conducted in Henan Province, China, with the aim of examining the various factors that influence the integration ICT among in-service teachers. The findings of this study offer valuable insights that may also be applicable to pre-service teachers (Peng et al, 2023). The research revealed that there are various crucial elements that influence the integration of ICT by teachers, as well as their interactions.…”

The perceptions of use of Information and communications technologies in working with students with intellectual disabilities in inclusive education

“…Takođe važno je naglasiti da polne razlike u mnogim istraživanjima nisu direktno ispitivane, jer na tom uzorku često imamo neravnomerno raspoređen uzorak, odnosno situaciju u kojoj imamo značajno veće prisustvo ispitanica u odnosu na ispitanike, što u ovom istraživanju nije bio slučaj. Pojedini autori su analizirajući percepciju prosvetnih radnika prema učenicima sa IO govorili o tome da su nastavnice u svom radu veoma često neformalnije, podržavajuće, izražajnije i više usmerene na rad sa ovim učenicima, te samim tim iz tog razloga češće pronalaze načine da im pomognu u školskom okruženju, tako da se korišćenje raznih proizvoda IKT navode kao nešto što u tom procesu najčešće koriste (Nasser & Sahari, 2012;Wood, 2012), dok novi podaci iz literature potvrđuju da one primenjuju ovu vrstu tehnologije u svojim učionicama mnogo češće u odnosu na nastavnike (Peng et al, 2023).…”