The Differential Interplay of TPACK, Teacher Beliefs, School Culture and Professional Development with the Nature of In-Service EFL Teachers' Technology Adoption

Autor/inn/en	Lai, Chun; Wang, Qiu; Huang, Xianhan
Titel	The Differential Interplay of TPACK, Teacher Beliefs, School Culture and Professional Development with the Nature of In-Service EFL Teachers' Technology Adoption
Quelle	In: British Journal of Educational Technology, 53 (2022) 5, S.1389-1411 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lai, Chun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13200
Schlagwörter	Teaching Methods; Technological Literacy; Pedagogical Content Knowledge; Independent Study; Technology Uses in Education; Learning Processes; Prediction; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Attitudes; School Culture; Technology Integration; Educational Change; Faculty Development; Correlation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Pädagogische Kompetenz; Selbststudium; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning process; Lernprozess; Vorhersage; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Schulkultur; Schulleben; Bildungsreform; Korrelation
Abstract	Previous research has identified various internal and external factors that predict teachers' technology adoption. Limited studies have explored how these internal and external factors interplay to determine different types of technology use. This study used the survey responses of 280 English as foreign language (EFL) teachers to examine how two key external factors (ie, school culture and professional development) interact with the two constitutive internal components (ie, knowledge/skill and belief) to determine three types of technology use in teaching and learning (ie, technology for content delivery, technology for learning enrichment and technology for transformed education towards self-directed learning). It identified the salience of school culture, professional development and TPACK over teaching and learning beliefs in determining technology use. It further revealed that these factors influenced the three types of technology use differently. The findings suggest a differentiated approach towards researching and supporting teacher technology adoption. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01