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Explaining technology integration in K-12 classrooms: a multilevel path analysis model

  • Feng Liu
  • Albert D. Ritzhaupt
  • Kara Dawson
  • Ann E. Barron
Research Article

Abstract

The purpose of this research was to design and test a model of classroom technology integration in the context of K-12 schools. The proposed multilevel path analysis model includes teacher, contextual, and school related variables on a teacher’s use of technology and confidence and comfort using technology as mediators of classroom technology integration. Data were collected from 1235 K-12 teachers, who were located in 336 schools in 41 districts across the state of Florida. The results suggest that a teacher’s experience with technology significantly influenced his or her classroom technology integration. Access to technology in classrooms and the availability of quality technology support were related to classroom technology integration. In addition, how frequently a teacher uses technology and his or her confidence and comfort using technology were mediators for classroom technology integration. These results provide preliminary evidence that the proposed model is both useful and relevant in explaining classroom technology integration in K-12 schools.

Keywords

Technology integration K-12 schools Teachers Gender Confidence Comfort Access to technology 

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Copyright information

© Association for Educational Communications and Technology 2016

Authors and Affiliations

  • Feng Liu
    • 1
  • Albert D. Ritzhaupt
    • 2
  • Kara Dawson
    • 2
  • Ann E. Barron
    • 3
  1. 1.American Institutes for ResearchWashingtonUSA
  2. 2.School of Teaching and Learning, College of EducationUniversity of FloridaGainesvilleUSA
  3. 3.University of South FloridaTampaUSA

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