Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate

Ali Raygan · Shahab Moradkhani

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Education and Technology Integration EFL/ESL Teaching and Learning English Language Learning and Teaching

Abstract

The present research is an endeavor to examine whether EFL teachers’ school climate, TPACK, and attitude interact with teachers’ success in technology integration throughout their teaching process in EFL classes. To this end, data were collected from 209 Iranian EFL teachers. The results from conducting a series of Pearson correlations indicated a significant association between teachers’ TPACK and attitude and their technology use. Moreover, a significant relationship was found between school climate and teachers’ attitudes. Considering direct and indirect relations, structural equation modeling was employed so as to examine the relationship among the variables (i.e., school climate, TPACK, attitude, and technology integration). The results of this phase indicated that TPACK and attitude significantly predict technology integration. Considering the indirect path coefficients, it was confirmed that school climate predicts technology integration mediated by teachers’ attitude. The findings are discussed in light of the available literature and suggestions are provided for further research.

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References

2006Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge 2001Nature and Operation of Attitudes 2006A Brief Guide to Structural Equation Modeling 2012Teacher beliefs and technology integration practices: A critical relationship 2008Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK)2012Technological pedagogical content knowledge – a review of the literature 2000Factors affecting teachers' use of information and communications technology: a review of the literature 2003Factors Affecting Technology Uses in Schools: An Ecological Perspective

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