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Investigating the Influencing Factors of Teachers’ Information and Communications Technology-Integrated Teaching Behaviors toward “Learner-Centered” Reform Using Structural Equation Modeling

Author

Listed:
  • Jing Zhang

    (National Engineering Research Center for E-Learning, Central China Normal University, Wuhan 430079, China)

  • Zengzhao Chen

    (National Engineering Research Center for E-Learning, Central China Normal University, Wuhan 430079, China)

  • Jingjing Ma

    (School of Educational Information Technology, Central China Normal University, Wuhan 430079, China)

  • Zhi Liu

    (National Engineering Laboratory for Educational Big Data, Central China Normal University, Wuhan 430079, China)

Abstract

In the context of information-driven Education transformation, this study investigates factors that influence the continuous transformation of teacher information and communications technology (ICT) teaching methods. Although some studies have found that teacher psychological cognition exerts different effects on different types of teacher ICT-integrated teaching behaviors, the current literature on influencing factors lacks the classification of behaviors. Based on the learner-centered transformation, this study divides teacher ICT-integrated teaching behaviors into teacher-centered teaching behavior and student-centered teaching behavior, and constructs a hypothesis model of influencing factors on teacher ICT-integrated teaching behavior. We collected questionnaire data from 795 primary and secondary school teachers, then validated and adjusted the model through structural equation modeling (SEM). The social environment exerted a significant indirect impact on teacher technology application behaviors via mediation of teacher efficacy and outcome expectations. The two types of self-efficacy directly affected the student-centered ICT application behavior more than the teacher-centered ICT application behavior. The student-centered ICT application behavior exerted a significant impact on the teacher-centered ICT application behavior. This study confirms the significance of classifying teacher ICT-integrated teaching behavior and supports the transformation of learner-centered ICT-integrated teaching by improving the social environment to realize equitable and sustainable Education development.

Suggested Citation

  • Jing Zhang & Zengzhao Chen & Jingjing Ma & Zhi Liu, 2021. "Investigating the Influencing Factors of Teachers’ Information and Communications Technology-Integrated Teaching Behaviors toward “Learner-Centered” Reform Using Structural Equation Modeling," Sustainability, MDPI, vol. 13(22), pages 1-17, November.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:22:p:12614-:d:679549
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    References listed on IDEAS

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    1. Xiaodan Zhou & Ling-Hsiu Chen & Chin-Ling Chen, 2019. "Collaborative Learning by Teaching: A Pedagogy between Learner-Centered and Learner-Driven," Sustainability, MDPI, vol. 11(4), pages 1-14, February.
    2. José M. Coronado & Amparo Moyano & Vicente Romero & Rita Ruiz & Javier Rodríguez, 2021. "Student Long-Term Perception of Project-Based Learning in Civil Engineering Education: An 18-Year Ex-Post Assessment," Sustainability, MDPI, vol. 13(4), pages 1-16, February.
    3. Chi-Yo Huang & Hui-Ya Wang & Chia-Lee Yang & Steven J. H. Shiau, 2020. "A Derivation of Factors Influencing the Diffusion and Adoption of an Open Source Learning Platform," Sustainability, MDPI, vol. 12(18), pages 1-27, September.
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    Cited by:

    1. Xin Jian & Tommy Tanu Wijaya & Qingchun Yu, 2022. "Key Factors Affecting Mathematics Teachers’ Well-Being and Stress Levels: An Extended Engagement Theory," IJERPH, MDPI, vol. 20(1), pages 1-20, December.

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