Document Type : Research Paper
Authors
University of Isfahan
Abstract
The information and communication technology has become increasingly important to researchers. Teachers in the digital age should be equipped with technology integration knowledge and integrate information and communication technology into their daily teaching. However, teachers often face obstacles to technology integration. The purpose of this study was to investigate a structural model of how novice teachers' technology integration knowledge (technological, pedagogical, and content knowledge =TPACK) affected their perceived barriers to technology integration. A quantitative approach and a descriptive research method of the correlation type (structural equation modeling) were used to carry out the applied research. The research population comprised of newly graduated elementary teachers from Farhangian University in Khuzestan province, 320 of which were selected as the research sample. The TPACK X and PBTI questionnaires were used to collect data. A combination of descriptive statistics and inferential statistics was used to analyze the collected data. The results revealed that technology integration knowledge (TPACK) has a direct effect on perceived internal and external barriers to technology integration. External barriers to technology integration have a direct impact on internal barriers. Furthermore, the external barriers to technology integration have a positive and significant relationship with pedagogical technological knowledge and pedagogical technological content knowledge.
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