Factors Associated with Technology Integration to Improve Instructional Abilities: A Path Model

Creative Commons License

Uslu Ö.

Australian Journal of Teacher Education, cilt.43, ss.31-50, 2018 (ESCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 43
  • Basım Tarihi: 2018
  • Doi Numarası: 10.14221/ajte.2018v43n4.3
  • Dergi Adı: Australian Journal of Teacher Education
  • Sayfa Sayıları: ss.31-50


Today, students are expected to access, analyse and synthesise information, and work cooperatively. Their learning environment, therefore, should be equipped with appropriate tools and materials, and teachers should have instructional abilities to use them effectively. This study aims to propose a model to improve teachers’ instructional abilities through technology integration. To this end, data on variables that affect technology integration were collected from 600 teachers and analysed by using path analysis. The results revealed an acceptable fit between the model and the data. Technological Pedagogical Content Knowledge, attitude towards technology use in education, gender, frequency of computer use, seniority, duration of computer use, technical support, and individual innovativeness have direct or indirect effects on technology integration. The developed model can be considered original because it includes the variable of individual innovativeness. Based on the developed path model, some suggestions were presented to support the instructional abilities of teachers.