What Predicts K-12 Teachers’ Technology Integration Practices in U.S Public Schools?: The Relationship Between Teachers’ Beliefs and Support

Citation

Sung, W., An, H. & Thomas, C.L. (2024). What Predicts K-12 Teachers’ Technology Integration Practices in U.S Public Schools?: The Relationship Between Teachers’ Beliefs and Support. Journal of Online Learning Research, 10(1), 49-74. https://www.learntechlib.org/primary/p/222763/

Abstract

This study examined K-12 public school teachers’ classroom technology integration practices during the COVID-19 pandemic, as emergency remote teaching began. Survey data were collected from 76 K-12 teachers in public schools in a Southcentral U.S. state. The data include teachers’ general beliefs about technology, their self-efficacy about technology integration, the support they received, and how frequently they implemented various types of technology-integrated activities. General linear models predicted the factors affecting the frequency of implementing technology-integrated activities as a whole group and between K-6 and 7-12 grade levels. The models showed different prediction impacts between grade levels: A significant impact of self-efficacy and interaction was found between general beliefs and support on the implementation frequency for K-6 but not for 7–12. Moderation analysis was performed to further examine the relationship between support and general beliefs on self-efficacy. A simple slope analysis showed positive effects of self-efficacy among teachers who had low to average levels of general beliefs on self-efficacy. These findings argue for the importance of support for lower-grade teachers with lower levels of general beliefs about technology integration.

Authors

• An, Heejung
• Sung, Woonhee
• Thomas, Christopher L.

Reference Type

Journal

Keywords

• Educational technology