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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| Veröffentlicht in: | PloS one 2023-08, Vol.18 (8), p.e0286112-e0286112 |
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| creator | Peng, Ran Abdul Razak, Rafiza Hajar Halili, Siti |
| description | 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. |
| doi_str_mv | 10.1371/journal.pone.0286112 |
| format | Article |
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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.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0286112</identifier><language>eng</language><publisher>San Francisco: Public Library of Science</publisher><subject>Attitudes ; Biology and Life Sciences ; Classrooms ; Computer and Information Sciences ; Computer literacy ; Digital literacy ; Digital technology ; Education ; 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</subject><ispartof>PloS one, 2023-08, Vol.18 (8), p.e0286112-e0286112</ispartof><rights>COPYRIGHT 2023 Public Library of Science</rights><rights>2023 Peng et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>2023 Peng et al 2023 Peng et al</rights><rights>2023 Peng et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. 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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.</description><subject>Attitudes</subject><subject>Biology and Life Sciences</subject><subject>Classrooms</subject><subject>Computer and Information Sciences</subject><subject>Computer literacy</subject><subject>Digital literacy</subject><subject>Digital technology</subject><subject>Education</subject><subject>Educational services industry</subject><subject>Educational technology</subject><subject>Gender</subject><subject>Influence</subject><subject>Information technology</subject><subject>Infrastructure</subject><subject>Innovations</subject><subject>Integration</subject><subject>Learning</subject><subject>Literature reviews</subject><subject>Methods</subject><subject>People and Places</subject><subject>Researchers</subject><subject>Social 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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. 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| subjects | Attitudes Biology and Life Sciences Classrooms Computer and Information Sciences Computer literacy Digital literacy Digital technology Education 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 |
| title | Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology |
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