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The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration
ARTICLE

, , , The Ohio State University, United States

Computers & Education Volume 118, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Recent research has shown that access alone does not automatically equate to greater or higher quality of technology integration. Teacher beliefs are also important factors of how teachers integrate technology in the classroom. This study examined how teachers' value beliefs about technology affect the way they internalize actual technology access and administrator support into perceptions of support on first-order barriers. This study also examined how teachers' value beliefs affect the relationship between perceived support on first-order barriers and their classroom technology integration practice. Using hierarchical linear modeling and multilevel path modeling, the study found that value beliefs moderated the extent to which teachers translate actual school support into perceptions of support on first-order barriers. Value beliefs also mediated

Citation

Vongkulluksn, V.W., Xie, K. & Bowman, M.A. (2018). The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration. Computers & Education, 118(1), 70-81. Elsevier Ltd. Retrieved July 23, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2017.11.009

Keywords