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The major purposes of this study were to understand the factors impacting elementary and secondary education teachers’ willingness to implement mobile technology into teaching, to examine models for teachers’ willingness, and to explore the relationships between factors and teachers’ attributes. The factors affecting teachers’ willingness include internal factors and external factors. The internal factors are knowledge and skills, teaching self-efficacy, and teaching beliefs. The external factors are the school providing teachers with opportunities for professional development, technical support, and overall support.
The research objects were elementary and secondary school teachers. Using self-developed questionnaire as a research tool, totally 448 questionnaires were returned and 395 were valid. Data processing used descriptive statistical analysis, independent sample t test, one-way analysis variance (ANOVA) and structural equation model analysis (SEM). The main study findings are as follows:
First, the teacher′s mobile technology integration into the internal factors of teaching knowledge and skills, teaching self-efficacy, and teaching beliefs, and the external factors of school-provided professional development, technical support, and overall support of the current situation were all good.
Second, the technical support provided by the school for teachers of different backgrounds when implementing mobile technology into the teaching presented no significant difference.
Third, internal factors of teachers′ knowledge and skills in mobile technology integration, teaching self-efficacy, and integration into teaching beliefs, and the external factors of school support for teachers′ professional development and overall support and viewpoint of implementation willingness had no significant difference in terms of age and seniority, but did show significant difference according to gender, school level, administration positions, and information expertise.
Fourth, the model of structural equation analysis was used to analyze the influencing factors in teachers′ mobile technology integration into the teaching intention of implementation, and both the modified and corrective factors had good adaptability.
Fifth, the influencing model of intention to implement mobile technology integrating into the teaching shows:
1.Teachers′ knowledge and skills have no direct impact on the teacher′s intention to implement mobile technology.
2.Teachers′ self-efficacy, integrating beliefs, and the technical and overall support provided by the school have a significant direct and positive effect on the teachers′ implementation intention.
3.Of all the effect values of teacher implementation intentions, the highest was self-efficacy of teaching, followed by the teacher′s knowledge and skills, with the lowest being professional development provided by the school.
Finally, according to the conclusions of the study, this paper puts forward some suggestions for the educational administrators, the school, and the teachers to conduct relevant research. | en_US |