Examining the Multiplicative Relationships Between Teachers' Competence, Value, and Pedagogical Beliefs About Technology Integration

• In Event: Identifying and Assessing Teachers' Technology Integration Beliefs, Knowledge, and Competence

Abstract

The purpose of this study was to examine the relationship between competence beliefs, value beliefs, pedagogical beliefs, and teachers’ technology integration. The sample included two hundred and five in-service teachers from 121 schools in Taiwan. Using the latent moderated structural equations approach, this study found that there was a synergistic interaction between competence beliefs and traditional pedagogical beliefs. Competence beliefs served as a buffer between traditional pedagogical beliefs and technology integration. Value beliefs in terms of perceived interest and usefulness significantly predicted technology integration. However, when controlling for the effects of these beliefs, constructivist pedagogical beliefs and perceived cost were not significant predictors.

Authors

• Shonn Sheng-Lun Cheng, Sam Houston State University

• Sheng-Bo Chen, The Ohio State University - Columbus

• Jen-Chia Chang