Details

Autor(en) / Beteiligte

• Backfisch, Iris
• Lachner, Andreas
• Stürmer, Kathleen
• Scheiter, Katharina

Titel

Variability of teachers’ technology integration in the classroom: A matter of utility

Ist Teil von

• Computers and education, 2021-06, Vol.166, p.104159, Article 104159

Ort / Verlag

Elsevier Ltd

Erscheinungsjahr

2021

Link zum Volltext

Quelle

Alma/SFX Local Collection

Beschreibungen/Notizen

• Technology integration in the classroom is seen as an important educational innovation to enhance teaching and learning processes in the 21st century. Teacher motivation has been seen as a critical prerequisite for successful technology integration in the classroom, particularly in early phases of educational innovation. However, whether teacher motivation is a stable versus variable construct in such innovation contexts and how teacher motivation is decisive for effective technology integration are open issues. Most previous studies relied on cross-sectional studies and were restricted to quantity measures which only investigated the mere usage of technology but not the quality of technology integration. Against this background, we implemented a web-based teacher diary for in-service teachers (N = 18) in the beginning of a government initiative in which classes were equipped with one-to-one technological infrastructure. By using a mixed method approach, we found considerable variability of teacher motivation, frequency, and quality of technology integration across lessons over a period of six weeks. More importantly, the variability of the quality of technology integration was explained by teachers’ technology-related utility beliefs, as a crucial facet of technology integration and specific factors within the different instructional contexts. The findings highlight the role of teacher motivation as well as the particular context in technological educational innovations. •Mixed method analysis of teacher diaries enabled deep insights.•Teacher motivation and technology integration varied over time.•Utility value determined the quantity and quality of technology integration.•Teacher motivation and technology integration were determined by contextual aspects.