The impact of beliefs and knowledge on the integration of technology among teacher educators: A path analysis

Abstract In addition to knowledge, beliefs also impact the integration of technology. The aim of this study was to identify the impact of the beliefs and professional knowledge of teacher educators on technology integration. The sample consisted of 54 teacher educators. The principle results indicated that only knowledge of technology and its integration had a direct effect on technology integration. Beliefs about the value of technology influenced technology integration indirectly and pedagogical knowledge had a significant total effect on technology integration. These results could be useful for in-service training for teacher educators and professional development programmes for university teaching staff.

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