Abstract
Although integrating technologies for teaching has received much attention, research demonstrated that teachers rarely use technologies likely because of low levels of technology-related motivation. Theories on teacher motivation such as Expectancy-Value Theory and Technology Acceptance models differ in how they conceive the influence of motivation on technology integration. To investigate these conflicting assumptions, we conducted a survey study within one-to-one technology-enhanced schools with N = 524 in-service teachers. Findings from structural equation modeling showed that rather than being mutually exclusive, the two perspectives should be integrated to inform research and practitioners about the implication of teacher motivation for technology integration.
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