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ERIC Number: EJ1148004
Record Type: Journal
Publication Date: 2017-Aug
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1042-1629
Explaining Technology Integration in K-12 Classrooms: A Multilevel Path Analysis Model
Liu, Feng; Ritzhaupt, Albert D.; Dawson, Kara; Barron, Ann E.
Educational Technology Research and Development, v65 n4 p795-813 Aug 2017
The purpose of this research was to design and test a model of classroom technology integration in the context of K-12 schools. The proposed multilevel path analysis model includes teacher, contextual, and school related variables on a teacher's use of technology and confidence and comfort using technology as mediators of classroom technology integration. Data were collected from 1235 K-12 teachers, who were located in 336 schools in 41 districts across the state of Florida. The results suggest that a teacher's experience with technology significantly influenced his or her classroom technology integration. Access to technology in classrooms and the availability of quality technology support were related to classroom technology integration. In addition, how frequently a teacher uses technology and his or her confidence and comfort using technology were mediators for classroom technology integration. These results provide preliminary evidence that the proposed model is both useful and relevant in explaining classroom technology integration in K-12 schools.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida