The purpose of this study was to examine the direct and indirect effects of teachers’ individual characteristics and perceptions of environmental factors that influence their technology integration in the classroom. A research-based path model was developed to explain causal relationships between these factors and was tested based on data gathered from 1,382 Tennessee public school teachers. The results provided significant evidence that the developed model is useful in explaining factors affecting technology integration and the relationships between the factors.
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Inan, F.A., Lowther, D.L. Factors affecting technology integration in K-12 classrooms: a path model. Education Tech Research Dev 58, 137–154 (2010). https://doi.org/10.1007/s11423-009-9132-y