The Effects of Teachers' Beliefs on Constructivist Technology Use: A Structural Equation Modeling Analysis

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Abstract

The purpose of this study is modelling determinants of teachers’ constructivist use of Information and Communication Technology (ICT). This study extends the Theory of Planned Behavior (TPB) framework by adding teachers’ pedagogical beliefs and teachers’ beliefs in students’ readiness in the TPB. 305 in-service foreign language teachers in universities in China completed a questionnaire measuring their responses to their pedagogical beliefs, beliefs in students’ readiness, constructs in TPB (behavioral attitude, subjective norm, perceived behavior control, intention) and their constructivist technology use. Results of structural equation modelling show that the extended model is valid in explaining teachers’ constructivist technology use. In addition to that, both teachers’ pedagogical beliefs and teachers’ beliefs in students’ readiness were significant determinants of teachers technology use.

Authors

• Haixia Liu, Michigan State University

• Matthew J. Koehler, Michigan State University

• Lina Wang, South China Institute of Software Engineering