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Technology Integration: Role of Value in Teachers' Internalization of External Barriers and Externalization of Beliefs

Mon, April 16, 4:05 to 5:35pm, Millennium Broadway New York Times Square, Floor: Third Floor, Room 3.11

Abstract

Teacher beliefs factor into how teachers integrate technology in digital learning environments. This study examined how teachers’ value beliefs about technology affect the way they internalize actual access and support into perceptions of school support, as well as how teachers’ value beliefs affect the relationship between this perceived school support and their integration practices. Hierarchical linear modeling and multilevel path modeling showed that value beliefs moderated the extent to which teachers translate actual support into perceptions of school support. Value beliefs also mediated and moderated the relationship between how teachers’ perception of school support influences the quantity and quality of classroom technology integration, suggesting a moderated-mediation interaction pattern. This study highlights the importance of teachers’ values beliefs in technology integration.

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