Dogan, S., Dogan, N.A. & Celik, I. Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use. Educ Inf Technol 26, 1311–1332 (2021). https://doi.org/10.1007/s10639-020-10310-4
Teachers’ skills to integrate technology in education : two path models explaining instructional and application software use
|Author:||Dogan, Selcuk1; Dogan, Nihan Agacli1; Celik, Ismail2|
1Georgia Southern University, Statesboro, GA, 30458, USA
2University of Oulu, Oulu, Finland
|Online Access:||PDF Full Text (PDF, 0.8 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe202103096865
|Publish Date:|| 2021-03-09
The purpose of this study was to examine the effect of technology support, teachers’ confidence in using technology, their beliefs about using technology, and their perceived skills on the use of instructional and application software. The data we used were from 1335 K-12 teachers involved in the Technology Uses and Perceptions Survey (TUPS) study. Teachers were located in 40 different institutions across the state of Florida. According to the findings of this study, the most significant factor in the instructional and application software use of teachers was found as perceived technology skills. Therefore, professional development for perceived skills or technology competencies of teachers might contribute to increasing the instructional or application software use of teachers. In terms of confidence and comfort using technology, they both had direct and positive effects on instructional and application software. Also, the total effect of support from technology specialists for instructional software use is more than application software use. As evidenced by the models developed in this research, teachers’ perceived technology skills for instructional and application software use directly and positively affected their beliefs on usefulness. Our effort to provide more emphasis on the combined effect of a collective set of factors to explain teacher use of technology leads us to address the gaps in the literature on technology use (i.e., the effect of demographic factors and technology availability).
Education and information technologies
|Pages:||1311 - 1332|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
Open access funding provided by University of Oulu including Oulu University Hospital.
© The Author(s) 2020. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.