The Structural Relationship Among School Support, Technological Pedagogical and Content Knowledge, and Technology Use Among Mongolian Teachers

• In Event: AERA Poster Session 1
  In Poster Session: Technology as an Agent of Change in Teaching and Learning SIG Poster Session

Abstract

Under the context of the recent curriculum reform in Mongolia emphasizing technology integration in schools, the main purpose of this study was to examine factors that influence teachers’ use of technology. This study was conducted with 208 secondary school teachers in Ulaanbaatar, Mongolia. Data were collected through an instrument that measures three factors: teachers’ use of technology, TPACK (Technological Pedagogical and Content Knowledge), and school support. The results indicate that TPACK has a partial mediating effect on the relationship between school support and the use of technology. The contribution of this study lies that it examines the complex relationships between internal and external factors affecting teachers’ technology integration, especially among Mongolian teachers who are less researched in the existing literature.

Authors

• Davaasuren Bolor, Ewha Womans University

• Hyo-Jeong So, Ewha Womans University

• DaHyeon Ryoo, Ewha Womans University