{"id":4636,"date":"2023-04-26T10:37:48","date_gmt":"2023-04-26T14:37:48","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=4636"},"modified":"2023-04-26T10:37:48","modified_gmt":"2023-04-26T14:37:48","slug":"4636","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/4636","title":{"rendered":""},"content":{"rendered":"\n<p>Backfisch, I., Scherer, R., Siddiq, F., Lachner, A., &amp; Scheiter, K. (2021). Teachers\u2019 technology use for teaching: Comparing two explanatory mechanisms, <em>Teaching and Teacher Education, 104<\/em>, Article 103390. <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.1016\/j.tate.2021.103390\" target=\"_blank\">https:\/\/doi.org\/10.1016\/j.tate.2021.103390<\/a><\/p>\n\n\n\n<p>Abstract:<\/p>\n\n\n\n<p>&#8220;Although integrating technologies for teaching has received much attention, research demonstrated that teachers rarely use technologies likely because of low levels of technology-related motivation. Theories on teacher motivation such as Expectancy-Value Theory and\u00a0Technology Acceptance models\u00a0differ in how they conceive the influence of motivation on technology integration. To investigate these conflicting assumptions, we conducted a survey study within one-to-one technology-enhanced schools with\u00a0<em>N<\/em>\u00a0=\u00a0524 in-service teachers. Findings from structural equation modeling showed that rather than being mutually exclusive, the two perspectives should be integrated to inform research and practitioners about the implication of teacher motivation for technology integration.&#8221;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Backfisch, I., Scherer, R., Siddiq, F., Lachner, A., &amp; Scheiter, K. (2021). Teachers\u2019 technology use for teaching: Comparing two explanatory mechanisms, Teaching and Teacher Education, 104, Article 103390. https:\/\/doi.org\/10.1016\/j.tate.2021.103390 Abstract: &#8220;Although integrating technologies for teaching has received much attention, research demonstrated that teachers rarely use technologies likely because of low&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/4636\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,14],"tags":[163,536],"coauthors":[2302],"class_list":["post-4636","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-empirical-research","tag-teacher-motivation","tag-in-service-teachers","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/4636","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=4636"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/4636\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=4636"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=4636"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=4636"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=4636"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}