Assessing the Influences of TPACK, Self-Efficacy, and Contextual Factors on Intention to Teach With Technology

• In Event: Factors and Stakeholder Perspectives on Technology Integration

Abstract

In this study, we examined the influence of (a) knowledge of TPACK domains, (b) Self-Efficacy, and (c) Contextual Knowledge (XK) variables on (d) teacher candidates’ intentions to integrate technology into teaching. Results from a structural equation model indicated TPACK influenced Self-Efficacy (SEFF); and SEFF and Perceived Behavioral Control served as mediating variables that powerfully affected intention to teach with technology, along with XK accounting for 84.7% of the variance. We added several layers of complexity to this area of research by developing and assessing a comprehensive model of the influence of TPACK knowledge domains, self-efficacy, and various contextual knowledge factors on technology integration. Implications for practice were also discussed. In the final paper, we will also discuss implications for research.

Authors

• Ray R. Buss, Arizona State University

• Teresa S. Foulger, Arizona State University