The purpose of this study was to examine the direct and indirect effects of teachers' individual characteristics and perception of environmental factors on 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 effecting technology integration and relationships between the factors as well.
|Journal||Educational Technology Research & Development|
|State||Published - 2010|