Factors affecting technology integration in K-12 classrooms: a path model

By Fethi A. Inan, Deborah L. Lowther. 2010

856 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ddc42bcd377a9561352239189d51e376bb65bccf

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Citations in the corpus

Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning (2013, background): “Recent studies (Andrew, 2007; Hermans, Tondeur, van Braak, & Valcke, 2008; Inan & Lowther, 2010) have demonstrated a strong relationship between teachers’ pedagogical beliefs and technology practices.”
Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom (2016, background): “…of technology are significant and positively correlated with the use of technology in classrooms (e.g., Badia, Meneses, Sigal es,& F abregues, 2014; Inan & Lowther, 2010; Van Braak, Tondeur, & Valcke, 2004), and also with the use of mobile technology in classrooms (Boticki, Baksa, Seow, & Looi,…”
Do One-to-One Initiatives Bridge the Way to 21st Century Knowledge and Skills? (2012, background): “These findings align with previous research, which suggests that teachers who have higher technical skills and hold positive beliefs and readiness are more likely to integrate computers into classroom instruction (Inan & Lowther, 2010a, 2010b).”
Factors influencing digital technology use in early childhood education (2014, methodology): “This has been documented in prior work (Inan & Lowther, 2010a, 2010b; Karaca et al., 2013; Lui, 2012) andmakes intuitive sense, as teachers who are more confident in using technology have better attitudes toward using it with their students.”
Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure (2017, background): “…resistance to the changes that ICT incorporation involves, the ineffectiveness of teacher training, the lack of time in the school bureaucracy to learn to teach with ICT, and the lack of technical support staff who can help the teachers (Bingimlas, 2009; Inan & Lowther, 2010; Unal & Ozturk, 2012).”