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The impact of multilevel factors on technology integration: the case of Taiwanese grade 1–9 teachers and schools

机译：多层次因素对技术整合的影响：以台湾1-9年级师生为例

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摘要

Technology integration is influenced by many factors related to the teacher and the school environment. While many studies have examined factors that influence teachers’ use of Information and Communication Technology (ICT) at the teacher level, a growing number of studies have suggested that it is beneficial to examine those factors using multilevel modeling. Multilevel analysis can separate the impact of teachers from the school environment and provide insight into the influence of those factors at each level. This study uses multilevel modeling to analyze data from 3,652 grade 1–9 teachers in 289 schools in Taiwan. The results of this multilevel analysis found both teacher-level and school-level factors contributing to the integration of ICT in the teaching process. Among teacher level factors, teachers’ beliefs and hours of training in the previous year predicted ICT integration proficiency well. Among school level factors, training hours and teachers’ perceived school support are the most important factors that impact ICT integration. School support is not only a significant factor at the school level but also a strong predictor at the teacher level. In addition, important school level variables included access to Internet connectivity, availability of projectors, and stability of computers. These results highlight the importance of individual teachers and the role schools play in ICT integration.
机译：技术整合受与教师和学校环境有关的许多因素影响。尽管许多研究已经在教师层面研究了影响教师使用信息和通信技术（ICT）的因素，但越来越多的研究表明，使用多层次建模来研究那些因素是有益的。多层次分析可以将教师的影响与学校环境区分开，并深入了解各个层次上这些因素的影响。这项研究使用多级建模来分析台湾289所学校的3652名1–9年级老师的数据。这项多层次分析的结果发现，教师和学校层面的因素都有助于将ICT整合到教学过程中。在教师水平的因素中，教师的信念和上一年的培训时间预示着ICT的综合能力很好。在学校层面的因素中，培训时间和教师对学校的支持程度是影响ICT整合的最重要因素。学校支持不仅是学校层面的重要因素，还是教师层面的有力预测者。此外，重要的学校级别变量包括访问Internet连接，投影仪的可用性以及计算机的稳定性。这些结果突出了个别教师的重要性以及学校在信息通信技术融合中所发挥的作用。

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