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Exploring the Relationship Between School Support and Technology Use among Mongolian Teachers: The Mediating Role of TPACK

류다현|소효정|Bolor Davaasuren
한국교육공학회 (Korean Society Of Educational Technology)|2021.04|Educational Technology International|제22권 제1호|pp. 23-55

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키워드

Developing CountriesTPACKSchool supportTechnology UseMongolian teachers
주제분류교육학

초록

Under the context of the recent curriculum reform in Mongolia emphasizing technoloy integration in schools, the main purpose of this study was to examine external and internal factors that influence teachers’ use of technology. This study aimed to investigate structural relationships between school support, technology use, and TPACK (Technological Pedagogical and Content Knowledge) among Mongolian secondary school teachers. This study was conducted with 208 secondary school teachers in Ulaanbaatar, Mongolia. Data were collected through an instrument that measures three factors: teachers’ use of technology, TPACK, and school support. The results indicate that TPACK has a partial mediation effect on the relationship between school support and the use of technoloy. The contribution of this study lies that it examines the complex relationships between internal and external factors affecting teachers’ technology integration, especially among Mongolian teachers who are less researched in the existing literature

Abstract

Under the context of the recent curriculum reform in Mongolia emphasizing technoloy integration in schools, the main purpose of this study was to examine external and internal factors that influence teachers’ use of technology. This study aimed to investigate structural relationships between school support, technology use, and TPACK (Technological Pedagogical and Content Knowledge) among Mongolian secondary school teachers. This study was conducted with 208 secondary school teachers in Ulaanbaatar, Mongolia. Data were collected through an instrument that measures three factors: teachers’ use of technology, TPACK, and school support. The results indicate that TPACK has a partial mediation effect on the relationship between school support and the use of technoloy. The contribution of this study lies that it examines the complex relationships between internal and external factors affecting teachers’ technology integration, especially among Mongolian teachers who are less researched in the existing literature.

참고문헌 (67)

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관련 논문AI추천

Factors influencing elementary school teachers’ ICT instruction신원석한국교육정보미디어학회 · 교육정보미디어연구2011 · 제17권 제2호Exploring the Impact of TPACK-based Teacher Professional Development (TPD) Program on EFL Teachers' TPACK Confidence and BeliefsHefy Sulistyawati, Hilda Rakerda, Hyo-Jeong So, Ma’rifatul Ilmi, Nur Arifa Drajati아시아테플 · Journal of Asia TEFL2023 · 제20권 제2호Understanding of Technological Pedagogical Content Knowledge (TPACK) in South Korea: Does Experience Make a Difference?신혜원, 지향은한국멀티미디어언어교육학회 · 멀티미디어 언어교육2020 · 제23권 제3호The Relationship Between Technological Pedagogical Content Knowledge and Technology Use Intention in Pre-service Early Childhood Teachers윤소희, 장봉석한국실천공학교육학회 · 실천공학교육논문지2024 · 제16권 제6호Policy Suggestions for Fostering Teacher ICT Competencies in Developing Countries: An ODA Project Case in Peru서종원, 소효정한국교육공학회 · Educational Technology International2020 · 제21권 제2호TPACK of Faculty in Higher Education: Current Status and Future Directions김동심, 김원식한국교육공학회 · Educational Technology International2018 · 제19권 제1호

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