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2010 Laptops in the K-12 classrooms Exploring factors impacting instructional use-解释结构模型.pdf

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Computers Education 55 (2010) 937–944 Contents lists available at ScienceDirect Computers Education journal homepage: /locate/compedu Laptops in the K-12 classrooms: Exploring factors impacting instructional use Fethi A. Inan a, *, Deborah L. Lowther b a Educational Instructional Technology, College of Education, Texas Tech University, Lubbock, TX 79409, United States b The University of Memphis, Memphis, TN, United States a r t i c l e i n f o a b s t r a c t Article history: The purpose of this study was to examine factors affecting teachers’ integration of laptops into classroom Received 2 November 2009 instruction. A research-based path model was tested based on data gathered from 379 K-12 school teachers Received in revised form to examine direct and indirect contributions of relevant institutional factors (overall support for school 5 March 2010 technology, technical support, and professional development) and teacher level factors (teacher readiness Accepted 10 April 2010 and teacher beliefs). The major premise of this study was that the hypothesized path model was powerful enough to explain a substantial amount of variance in teacher readiness (43%), beliefs (51%), and laptop Keywords: integration (55%). The results suggest that teacher level factors (teacher readiness and teacher beliefs) Technology integration One-to-one computing