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ERIC Number: EJ971107
Record Type: Journal
Publication Date: 2012-Jul
Pages: 15
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-0007-1013
Understanding Factors Associated with Teacher-Directed Student Use of Technology in Elementary Classrooms: A Structural Equation Modeling Approach
Miranda, Helena P.; Russell, Michael
British Journal of Educational Technology, v43 n4 p652-666 Jul 2012
Analyses presented here are secondary data analyses of the "Use, Support and Effect of Instructional Technology" study aimed at identifying predictors of teacher-directed student use of technology (TDS) in elementary classrooms. Using data from a convenience sample of 1040 teachers nested within 81 schools in 21 Massachusetts' school districts, researchers developed a teacher-level "structural equation modeling" for TDS depicting relationships between and among factors associated with TDS. Researchers relied on diffusion and adoption theories as well as prior empirical evidence to specify the hypothetical model. Evidence presented here suggests that the strongest predictors of TDS are as follows: (1) teachers' experience with technology, (2) belief that technology is beneficial to meet instructional goals, (3) perceived importance of technology for teaching and that (4) experiencing obstacles with the integration of technology appears to be one deterrent to teachers using technology in the classroom. The most important finding reported here is that two of the most important factors in increasing TDS are teachers' beliefs about the benefits of technology and perceived importance of technology for teaching. (Contains 3 notes, 2 figures and 6 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts