Abstract
Recent research has shown that access alone does not automatically equate to greater or higher quality of technology integration. Teacher beliefs are also important factors of how teachers integrate technology in the classroom. This study examined how teachers' value beliefs about technology affect the way they internalize actual technology access and administrator support into perceptions of support on first-order barriers. This study also examined how teachers' value beliefs affect the relationship between perceived support on first-order barriers and their classroom technology integration practice. Using hierarchical linear modeling and multilevel path modeling, the study found that value beliefs moderated the extent to which teachers translate actual school support into perceptions of support on first-order barriers. Value beliefs also mediated and moderated the relationship between how teachers' perceived support on first-order barriers influences both the quantity and quality of classroom technology integration, suggesting a moderated-mediation interaction pattern. This study makes contribution to the literature by highlighting the importance of teachers' values beliefs in technology integration.
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