Teachers' Skills to Integrate Technology in Education: Two Path Models Explaining Instructional and Application Software Use

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

Abstract

The purpose of this study was to examine the effect of technology support, teachers’ confidence in using technology, their beliefs about using technology, and their perceived skills on the use of instructional and application software with the data from 1335 K-12 teachers. The results were 1) the most significant factor in the instructional and application software use of teachers was found as perceived technology skills. 2) In terms of confidence and comfort using technology, they both had direct and positive effects on instructional and application software. 3) The total effect of support from technology specialists for instructional software use is more than application software use.

Authors

• Selcuk Dogan, Georgia Southern University

• Ismail Celik

• Nihan Agacli-Dogan, Georgia Southern University