A Model of Technology Integration for Teaching for University Instructors in Guangxi, China
Keywords:
Technology Integration, Teaching, University InstructorsAbstract
This study developed a model to enhance technology integration for university instructors in Guangxi, China. The objectives of the study were: 1. To determine the factors that influence the development of technology integration for teaching for instructors, 2. To identify the current level of technology integration for teaching for university instructors in Guangxi, China, 3. To find the significant demographic characteristics and influencing factors that influence technology integration for teaching for university instructors in Guangxi, China, 4. To develop a model to enhance technology integration for teaching for university instructors in Guangxi, China. This study used mixedmethods explanatory research. The sample was 618 instructors from five universities in Guangxi. Findings were instructors mostly used technology for Substitution and Augmentation purposes (M = 3.81, SD = 0.92; and M = 3.79, SD = 1.07), and use at the Modification and Redefinition level was moderate to low (M = 3.04, SD = 0.72; M = 2.15, SD = 0.95). Academic discipline was correlated with technology integration. The significant factors influencing technology integration for teaching included performance expectancy, social influence, facilitating conditions, and effort expectancy in that order. The estimated regression equation was Use Behavior = -0.296 + 0.310* Performance Expectancy + 0.213* Effort Expectancy + 0.269* Social Influence + 0.233* Facilitating Conditions. The developed model can assist administrators to encourage more technology use by focusing on the significant factors.
References
Altalhi, M. (2021). Toward a model for acceptance of MOOCs in higher education: The modified UTAUT model for Saudi Arabia. Education and Information Technologies, 26, 1589-1605.
Ashrafzadeh, A., and Sayadian, S. (2015). University instructors’ concerns and perceptions of technology integration. Computers in Human Behavior, 49, 62-73.
Azanza, G., Korres, O., Paños-Castro, J., and Petchamé, J. (2024). Empowering University Lecturers in the Digital Age: Exploring the Factors Influencing the Use of Digital Technologies in Higher Education. Education Sciences, 14(7), 728.
Baek, Y., Jung, J., and Kim, B. (2008). What makes teachers use technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample. Computers & Education, 50(1), 224-234.
Chen, Y. (2007). A mixed-method study of EFL teachers’ Internet use in language instruction. Teaching and Teacher Education, 24, 1015–1028.
Dexter, S., Doering, A. H., and Riedel, E. (2006). Content area specific technology integration: A model for educating teachers. Journal of technology and teacher education, 14(2), 325-345.
Ekizoglu, N., Tezer, M., and Bozer, M. (2010). Teacher candidates’ real success situation on computers and their attitudes towards computer technology in the faculties of education. Procedia Social and Behavioral Sciences, 9, 1969–1982.
Garone, A., Pynoo, B., Tondeur, J., Cocquyt, C., Vanslambrouck, S., Bruggeman, B., and Struyven, K. (2019). Clustering university teaching staff through UTAUT: Implications for the acceptance of a new learning management system. British Journal of Educational Technology, 50(5), 2466-2483.
Goh, C. F., Hii, P. K., Tan, O. K., and Rasli, A. (2020). Why do university teachers use E-learning systems?. The International Review of Research in Open and Distributed Learning, 21(2), 136-155.
Guo, J. H. (2009). Research on the application of modern educational technology in China's higher education. Journal of Gansu Union University (Natural Science Edition), (05), 78-82.
Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
Harrell, S., and Bynum, Y. (2018). Factors affecting technology integration in the classroom. Alabama Journal of Educational Leadership, 5, 12-18.
Kocaleva, M., Stojanovic, I., and Zdravev, Z. (2015). Model of e-learning acceptance and use for teaching staff in Higher Education Institutions. International Journal of Modern Education and Computer Science (IJMECS), 7(4), 23-31.
Lewis, C. C., Fretwell, C. E., Ryan, J., and Parham, J. B. (2013). Faculty use of established and emerging technologies in higher education: A unified theory of acceptance and use of technology perspective. International Journal of Higher Education, 2(2), 22-34.
Li, Y., and Liu, S. J. (2020). Research on data literacy assessment of foreign teachers and its
implications. Open Education Research, (01), 37-49.
Liang, Y., Li, J. M., Ao, M. R., and Wan, L. (2022). The practice and exploration of "Guangxi mode" for improving teachers' informatization teaching ability in higher vocational colleges and universities--Taking the Guangxi Institute of Vocational Technology as an example. Journal of Guangxi Institute of Vocational Technology, 3, 60-65.
Liu, J. (2022). Exploring the application of modern information technology in college teaching. Education Informatization Forum, 7, 27-29.
Liu, Y., Theodore, P., and Lavelle, E. (2004). Experimental effects of online instruction on teachers’ concerns about technology integration. International Journal of Instructional Technology and Distance Learning, 1(1), 27-38.
Luo, Y. J. (2022). The way to create "golden class" of higher vocational ideology and politics under the background of informationized teaching--A survey report based on the teaching of ideology and politics in Guangxi Institute of Transportation Vocational and Technical College. Education Observation, 20, 82-84+102.
Ministry of Education of the People's Republic of China (2010). National Medium- and Long-Term Educational Reform and Development Plan (2010-2020). [Online]. Retrieved from: http://www.moe.gov.cn/jyb_xwfb/s6052/moe_838/201008/t20100802_93704.html
Ministry of Education of the People's Republic of China. (2012). ICT in Education Ten-Year
Development Plan (2011-2020). [Online]. Retrieved from: http://www.moe.gov.cn/srcsite/
A16/s3342/201203/t20120313_133322.html
Nandwani, S., and Khan, S. (2016). Teachers’ intention towards the usage of technology: an
investigation using UTAUT model. Journal of Education & Social Sciences, 4(2), 95-111.
Niederhauser, D. S., and Stoddart, T. (2001). Teachers’ instructional perspectives and use of educational software. Teaching and Teacher Education, 17, 15–31.
Nong, J. C., and Wen, Z. Y. (2023). Practical Exploration of Educational Informatization Construction in Higher Vocational Colleges in Less Developed Areas--Taking Guangxi Modern Vocational and Technical College as an Example. Knowledge Base, 7, 146-149.
Oye, N. D., Iahad, N. A., and Rabin, Z. A. (2011). A model of ICT acceptance and use for teachers in higher education institutions. International Journal of Computer Science & Communication Networks, 1(1), 22-40.
Palmore, D. V. (2011). Faculty attitude towards integrating technology in teaching at a four-year Southeastern University. Thesis of the Degree of Doctor. Auburn, Alabama, United States: Auburn University.
Puentedura, R. R. (2006). Transformation, technology, and education. [Online]. Retrieved from: https://hippasus.com/resources/tte/puentedura_tte.pdf
Rosanda, V., and Starcic, A. I. (2019). Emerging educational technology and teacher
education. Образование и саморазвитие, 14(3), 93-106.
Ruggiero, D., and Mong, C. J. (2015). The teacher technology integration experience: Practice and reflection in the classroom. Journal of Information Technology Education, 14, 161-178.
Salloum, S. A., and Shaalan, K. (2019). Factors affecting students’ acceptance of e-learning system in higher education using UTAUT and structural equation modeling approaches.
The Proceedings of the International Conference on Advanced Intelligent Systems and
Informatics 2018, 4, 469-480.
Shi, F. (2017). A Study of the Application of Modern Educational Technology in Higher Education. Curriculum Education Research, 27, 61-62.
Sullivan, R., Neu, V., and Yang, F. (2018). Faculty development to promote effective instructional technology integration: A qualitative examination of reflections in an online community. Online Learning, 22(4), 341-359.
Teo, T., and Noyes, J. (2011). An assessment of the influence of perceived enjoyment and attitude on the intention to use technology among pre-service teachers: A structural equation modeling approach. Computers & Education, 57(2), 1645-1653.
Teo, T., and Noyes, J. (2011). An assessment of the influence of perceived enjoyment and attitude on the intention to use technology among pre-service teachers: A structural equation modeling approach. Computers & Education, 57(2), 1645-1653.
Venkatesh, V., Morris, M. G., Davis, G. B., and Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 425-478.
Wu, S.Y. (2022). Research on structural reform of talent supply side of higher vocational education in Guangxi. Thesis of the Degree of Doctor. Guangxi: Guangxi University for Nationalities.
Xu, A., and Chen, G. (2016). A study on the effects of teachers’ information literacy on information technology integrated instruction and teaching effectiveness. Eurasia journal of mathematics, science and technology education, 12(2), 335-346.
Yilmazel-Sahin, Y., and Oxford, R. L. (2010). A comparative analysis of teacher education faculty development models for technology integration. Journal of Technology and Teacher Education, 18(4), 693-720.
Yuan, S., and Zheng, W. (2023). Application and Reflection of Rootedness Theory in Chinese Higher Education Research. Exploring Higher Education, 1, 44-50+93.
Zandvliet, D. B., and Straker, L. M. (2001). Physical and psychosocial aspects of the learning environment in information technology-rich classrooms. Ergonomics, 44(9), 838-857.
Zhu, S.F. and Li, H. (2023). Current Status, Hot Spots and Trends of Digitalization Research in Vocational Education - A Statistical Analysis of the Literature from 2013 to 2023. Advances in Education, 13, 6845.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Journal of Innovation and Management
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
See Publication Ethics https://so03.tci-thaijo.org/index.php/journalcim/Ethics
