Instructional Agency in the Digital Era: Mapping Teacher Beliefs, Development, and Technology Use

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 09: Innovative Design and Models for Teaching and Teacher Education Virtual Poster Session

Abstract

This study examined how teachers’ perceived need for ICT-related professional development (PD) influences their instructional emphasis on student ICT competencies, mediated by PD participation and self-efficacy. Drawing on data from ICILS 2023 in South Korea, a path model was tested. Results showed that perceived need significantly predicted PD participation, which enhanced self-efficacy and instructional emphasis. However, the full serial mediation was not supported. This suggests that while engagement and confidence are necessary, they may not be sufficient to drive instructional change unless PD aligns with teachers’ actual needs. The findings emphasize the importance of needs-responsive PD that combines accurate needs assessment with context-relevant. Implications are discussed for PD design and policy on the contextual conditions required for meaningful ICT integration.

Authors

• Suyoun Kim, Korea University

• Hyejeong Lee, University of Texas - San Antonio