A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics

By Jo Tondeur, Martin Valcke, Johan van Braak. Journal of Computer Assisted Learning, 2008

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Factors affecting technology integration in K-12 classrooms: a path model (2010, background): “provide a framework and a holistic view of the technology integration process, it is critical to explore factors in an interrelated or hierarchically organized fashion, such as that provided by the path analysis approach (Tomarken and Waller 2005; Tondeur et al. 2008; Wolfle 2003; Zhao and Frank 200”
Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure (2017, background): “Numerous studies consider teachers and their attitudes, concepts, or practices to be factors in the incorporation of ICT into the classroom that possess much greater weight than other factors (Akbulut et al., 2007; Drent & Meelissen, 2008; Koh & Chai, 2014; Lee & Lee, 2014; Prestridge, 2012; Tondeur”
Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature (2012, background): “Teachers' integration of ICT into teaching is also influenced by organizational factors, attitudes towards technology and other factors (Chen, 2008, Tondeur; van Braak & Valcke, 2008; Lim & Chai, 2008; Clausen, 2007).”