Factors associated with technology integration to elementary school settings: a path model

Karaca, Feride
In this study, a three phase Sequential Mixed Method Design was utilized to test a research based model explaining the relationships between technology integration and the factors affecting it. In the first phase, interviews were conducted with 20 elementary school teachers to identify the most common factors affecting elementary teachers’ use of technologies. The qualitative findings then guided the development of a survey instrument in the second phase. In the last phase, this survey was administered to 1080 classroom teachers in Ankara. In this phase, a path analytical approach was utilized to investigate the direct and indirect effects of teaching experience, computer use in years, principal support, colleague support, technology competency, teachers’ attitude and belief towards using technology and lack of time on technology integration to elementary school settings. Our findings indicated that technology integration is a complex process affected by many factors and these factors are highly related to each other. Within all factors, teachers’ technology competency has the largest direct effect on technology integration. Also, principal support, computer use in years, colleague support and teachers’ attitude and belief have important influences on technology integration. The technology integration model developed in this study provides a valuable tool for both policy makers and school principals to design and develop some strategies to bring success about integrating technologies in school environments. It will help the school principals in developing a vision and plan, indicating how technology will be integrated to the lessons and how the teachers are expected to use technologies.


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Citation Formats
F. Karaca, “Factors associated with technology integration to elementary school settings: a path model,” Ph.D. - Doctoral Program, Middle East Technical University, 2011.