An Investigation of Relationships Between Internal and External Factors Affecting Technology Integration in Classrooms

Abstract

Various factors affecting technology integration have been identified, but little research has examined the relationships between factors, especially internal and external ones, and whether they directly or indirectly influenced each other. To fill this research gap, this study examined the significance and relationships of five factors influencing technology integration. A proposed model was tested using structural equation modeling with self-reported data from 223 K–12 school teachers in the United States. The findings demonstrated that perceived benefits and an appropriate budget directly influenced teachers' technology use in classrooms, and teachers' perceived benefits were affected by their confidence in technology integration and professional development. Results from this study suggest that in order to foster teacher technology integration, educators should develop a systematic approach that holistically addresses different needs for various factors.