A growing body of research has dealt with the role of teachers’ internal factors facilitating information and communication technology (ICT) in classroom. Previous findings have shown a series of external and internal obstacles which hinder the successful integration of ICT into the learning environment. The present study aimed at examining the direct and indirect effects of those internal factors (e.g., socio-cognitive-motivational factors) that could ensure the efficient integration of technology into educational settings. A sample of 198 teachers (F = 85.9%, Mage = 49.86, DS = 7.00) was selected to respond to a questionnaire composed by a socio-demographic section and four scales (teachers’ constructivist belief scale, attitudes toward computer, motivational factors and ITC classroom use). Causal analyses were applied to data. Path modeling was used to explore the direct and indirect effects of the teacher-related variables on the ICT classroom integration. Results confirmed the hypothesized relationships showing the mediating role of attitudes toward computer and motivational factors in predicting the linkage between constructivist belief and integration of technology into teaching practices. Findings suggested some useful practical implications to plan a successful ITC integration in education.
Determinants of ict integration: A path model of teacher-related factors
Maria Sinatra
;Paolo Contini
;Pierpaolo Limone
2017-01-01
Abstract
A growing body of research has dealt with the role of teachers’ internal factors facilitating information and communication technology (ICT) in classroom. Previous findings have shown a series of external and internal obstacles which hinder the successful integration of ICT into the learning environment. The present study aimed at examining the direct and indirect effects of those internal factors (e.g., socio-cognitive-motivational factors) that could ensure the efficient integration of technology into educational settings. A sample of 198 teachers (F = 85.9%, Mage = 49.86, DS = 7.00) was selected to respond to a questionnaire composed by a socio-demographic section and four scales (teachers’ constructivist belief scale, attitudes toward computer, motivational factors and ITC classroom use). Causal analyses were applied to data. Path modeling was used to explore the direct and indirect effects of the teacher-related variables on the ICT classroom integration. Results confirmed the hypothesized relationships showing the mediating role of attitudes toward computer and motivational factors in predicting the linkage between constructivist belief and integration of technology into teaching practices. Findings suggested some useful practical implications to plan a successful ITC integration in education.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
