Factors affecting the behaviors of teachers towards technology integration teaching via distance education during COVID-19 pandemic: A path analysis
Behaviors of teachers towards technology integration
Abstract
In the current study, path analysis technique was applied to explain the possible causal relations between attitude towards distance education, interest in educational technologies, instructional technologies outcome expectation, intention to use educational technologies and technology integration self-efficacy variables. According to the data obtained, it was determined that attitude towards distance education variable suggested by the researcher did not contribute to the modified version of Social Cognitive Career Theory by Şahin (2008), which was determined to be a relatively better model in the current study. It is seen that the correlations of the variables in the research model vary between 0.103 and 0.773, and all of them are statistically significant and positive. In the current study, that technology integration self-efficacy variable interpreted 38% of the change in instructional technologies outcome expectation variable; 11% of the change in interest in educational technologies variable is explained by technology integration self-efficacy and instructional technology outcome expectation variables; intention to use educational technologies variable is both directly and indirectly affected by interest in educational technologies, instructional technologies outcome expectation and technology integration self-efficacy variables and technology integration self-efficacy variable explained 38% of the change in the instructional technologies outcome expectation variable were also determined.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
