Integrating Technology into Teaching: Factors Influencing Rural Teachers' Innovative Behavior

Autor/inn/en	Wu, Di; Zhou, Chi; Liang, Xingfang; Li, Yating; Chen, Min
Titel	Integrating Technology into Teaching: Factors Influencing Rural Teachers' Innovative Behavior
Quelle	In: Education and Information Technologies, 27 (2022) 4, S.5325-5348 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Min)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10815-6
Schlagwörter	Rural Schools; Teacher Behavior; Technology Integration; Educational Technology; Educational Innovation; Elementary School Teachers; Secondary School Teachers; Educational Environment; Peer Influence; Information Literacy; Stress Variables; Barriers; Foreign Countries; China + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teacher behaviour; Lehrerverhalten; Unterrichtsmedien; Instructional innovation; Bildungsinnovation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Informationskompetenz; Ausland
Abstract	The importance of rural teachers' innovative behavior of integrating technology into teaching (ITT) has been well recognized. Nevertheless, rural teachers' innovative behavior of ITT is far from satisfactory. In order to promote rural teachers' innovative behavior of ITT, it is necessary to better understand what factors are related to it. This study developed a research model of factors related to rural teachers' innovation behavior of ITT based on social cognitive theory (SCT). To verify the model, this study collected surveys from 4090 primary and secondary school teachers in rural areas of China, adopted structural equation modeling to analyze the data. The results indicated that organizational environment, peer support, and information literacy contributed to rural teachers' innovative behavior of ITT, while technostress hindered rural teachers' innovative behavior of ITT. In addition, information literacy mediated the effect of organizational environment and peer support on innovative behavior of ITT, and technostress mediated the effect of peer support and information literacy on innovative behavior of ITT. These findings provide valuable information for teacher training and professional development to promote rural teachers' innovative behavior of ITT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01