Browse > Article
http://dx.doi.org/10.23095/ETI.2021.22.1.023

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

DAVAASUREN, Bolor (Ewha Womans University)
SO, Hyo-Jeong (Ewha Womans University)
RYOO, Dahyeon (Ewha Womans University)
Publication Information
Educational Technology International / v.22, no.1, 2021 , pp. 23-55 More about this Journal
Abstract
Under the context of the recent curriculum reform in Mongolia emphasizing technology 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 technology. 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.
Keywords
School support; TPACK; Technology Use; Mongolian teachers; Developing Countries;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Lee, J. W., Choi, J. W., & Lee, Y. J. (2016). Analysis of correlation between elementary school teachers' technology use and TPACK (Technology, Pedagogy, and Content Knowledge). Journal of the Korean Society of Computer Information, 24(1), 181-182.
2 Malik, R. S. (2018). Educational challenges in 21st century and sustainable development. Journal of Sustainable Development Education & Research, 2(1), 9-20.   DOI
3 Lam, S. F., Cheng, R. W. Y., & Choy, H. C. (2010). School support and teacher motivation to implement project-based learning. Learning & Instruction, 20(6), 487-497.   DOI
4 Bebell, D., Russell, M., & O'Dwyer, L. (2004). Measuring teachers' technology uses: Why multiple-measures are more revealing. Journal of Research on Technology in Education, 37(1), 45-63.   DOI
5 Chen, C. H. (2008). Why do teachers not practice what they believe regarding technology integration? The Journal of Educational Research, 102(1), 63-75.
6 Dalal, M., Archambault, L., & Shelton, C. (2021). Fostering the growth of TPACK among international teachers of developing nations through a cultural exchange program. Australasian Journal of Educational Technology, 43-56.
7 Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2019). Exploring the structural relationship among teachers' technostress, technological pedagogical content knowledge (TPACK), computer self-efficacy and school support. The Asia-Pacific Education Researcher, 1-11.
8 Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.   DOI
9 Law, N., Pelgrum, W. J., & Plomp, T. (Eds.). (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Berlin, Germany: Springer Science & Business Media.
10 Ministry of Education, Culture and Science of Mongolia (2017). Statistics for 2016-2017 for primary and secondary education. Retrieved from http://www.edub.edu.mn/2020/09/25/2016-2017
11 Mongolian Teacher Education Research Institute [TERI]. (2013). 2013 teacher education status report. Retrieved from http://esurgalt.itpd.mn/
12 Miangah, T. M., & Nezarat, A. (2012). Mobile-assisted language learning. International Journal of Distributed & Parallel Systems, 3(1), 309-319.   DOI
13 Ministry of Education, Culture and Science of Mongolia (2015). Annual report. Retrieved from https://www.meds.gov.mn/
14 Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.   DOI
15 Mongolian Teacher Education Research Institute [TERI]. (2019). 2019 teacher education status report. Retrieved from http://esurgalt.itpd.mn/
16 Information and Communication Industry Promotion Agency [ICIPA]. (2018). ICT & Broadcasting MONGOLIA Market report. Retrieved from https://www.globalict.kr/
17 An, Y. (2018). The effects of an online professional development course on teachers' perceptions, attitudes, self-efficacy, and behavioral intentions regarding digital game-based learning. Educational Technology Research & Development, 66(6), 1505-527.   DOI
18 Dawson, C., & Rakes, G. C. (2003). The influence of principals' technology training on the integration of technology into schools. Journal of Research on Technology in Education, 36, 29-49.   DOI
19 Gil-Flores, J., Rodriguez-Santero, J., & Torres-Gordillo, J. J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441-449.   DOI
20 Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers' intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. Journal of Educational Technology & Society, 21(3), 48-59.
21 Karunaratne, T., Peiris, C., & Hansson, H. (2018). Implementing small scale ICT projects in developing countries: How challenging is it?. International Journal of Education & Development using ICT, 14(1), 18-140.
22 Lee, S. I., Cho, D. H., & Lee, M. P. (2018). Spatializing the Pearson's correlation coefficient: An experimental comparison of three relevant techniques. The Korean Geographical Society, 53(5), 761-776.
23 Mongolian Teacher Education Research Institute [TERI]. (2020). 2020 teacher education status report. Retrieved from http://esurgalt.itpd.mn/
24 Becker, H. J. (1994). How exemplary computer-using teachers differ from other teachers: Implications for realizing the potential of computers in schools. Journal of research on Computing in Education, 26(3), 291-321.   DOI
25 Organisation for Economic Co-operation and Development [OECD]. (2009). Highlights from Education at a glance 2009. Retrieved from https://www.oecd.org/education/skills-beyond-school/43619343.pdf
26 Kline, R. B. (2015). Principles and practice of structural equation modeling. New York, NY: Guilford.
27 Koh, J. H. L., Chai, C. S., & Natarajan, U. (2018). Developing Indonesia teachers' technological pedagogical content knowledge for 21st century learning (TPACK-21CL) through a multi-prong approach. Journal of International Education & Business, 3(1), 11-33.
28 Malik, R. S., Rohendi, D., & Widiaty, I. (2019, February). Technological pedagogical content knowledge (TPACK) with information and communication technology (ICT) integration: A literature review. Paper to be presented at 5th UPI International Conference on Technical and Vocational Education and Training [ICTVET]. Jawa Barat, Indonesia.
29 Kihoza, P., Zlotnikova, I., Bada, J., & Kalegele, K. (2016). Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR models. International Journal of Education & Development using ICT, 12(1), 107-128.
30 Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers & Education, 77, 82-90.   DOI
31 Mongolian Teacher Education Research Institute [TERI]. (2018). 2018 teacher education status report. Retrieved from http://esurgalt.itpd.mn/
32 O'Dwyer, L. M., Russell, M., & Bebell, D. (2005). Identifying teacher, school, and district characteristics associated with middle and high school teachers' use of technology: A multilevel perspective. Journal of Educational Computing Research, 33(4), 369-393.   DOI
33 Seong, T. J. (2019). Easy-to-understand statistical analysis. Seoul, Korea: Hakjisa.
34 Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321-1335.   DOI
35 Pamuk, S., & Peker, D. (2009). Turkish pre-service science and mathematics teachers' computer related self-efficacies, attitudes, and the relationship between these variables. Computers & Education, 53(2), 454-461.   DOI
36 Saddhono, K., Mulyaningsih, I., Sudarsana, I. K., & Manurung, R. T. (2018, October). Indonesian language teachers' attitudes toward ICT utilization in learning for elementary school in Surakarta. Paper to be presented at 1st UPY International Conference on Applied Science and Education [ICASE]. Yogyakarta, Indonesia.
37 Zhu, D. S., Lee, Z. C., Do, T. K. T., & Ishdorj, K. (2016, July). Factors that affect public intention to share social justice report using mobile phone in Mongolia. Paper to be presented at 5th International Congress on Advanced Applied Informatics [IIAI-AAI]. Kumamoto, Japan.
38 Ozgur, H. (2020). Relationships between teachers' technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural equation modeling. Computers in Human Behavior, 112, 106-468.   DOI
39 Sahin, Y. L., & Coklar, A. N. (2009). Social networking users' views on technology and the determination of technostress levels. Procedia-Social & Behavioral Sciences, 1(1), 1437-1442.   DOI
40 So, H. J., & Kim, B. (2009). Learning about problem-based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101-116.   DOI
41 Tondeur, J., van Braak, J., & Valcke, M. (2007). Towards a typology of computer use in primary education. Journal of Computer Assisted Learning, 2(3), 197-206.   DOI
42 Ventayen, R. J. M. (2019). Educator's competencies on the application of technological tools in teaching. International Journal of Scientific & Technology Research, 8(11), 1-7.
43 Tondeur, J., Krug, D., Bill, M., Smulders, M., & Zhu, C. (2015). Integrating ICT in Kenyan secondary schools: an exploratory case study of a professional development programme. Technology, Pedagogy & Education, 24(5), 565-584.   DOI
44 Lee, K., Kim, K. H., Kim, B. S., & Park, H. J. (2019). Analyzing the influence of teachers' learning community on class effectiveness: Focusing on the comparison of teachers' and students' perceptions. Research on Competency Development, 14(1), 87-107.
45 Tondeur, J., Devos, G., Van Houtte, M., van Braak, J., & Valcke, M. (2009). Understanding structural and cultural school characteristics in relation to educational change: the case of ICT integration. Educational Studies, 35(2), 223-235.   DOI
46 So, H. J., Park, E. H., & Kim, H. J. (2020). Examining special classroom 5eachers' technological pedagogical content knowledge (TPACK) and technology integration methods. Special Education Research, 19(1), 189-213.   DOI
47 Sobel, M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. Sociological Methodology, 13, 290-312.   DOI
48 Tondeur, J., van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integration in the classroom: Challenging the potential of a school policy. Computers & Education, 51(1), 212-223.   DOI
49 United Nations Development Programme [UNDP]. (2016). Support to the implementation of the 2030 agenda for sustainable development. New York, NY: United Nations Development.
50 Voogt, J., & McKenney, S. (2017). TPACK in teacher education: Are we preparing teachers to use technology for early literacy?. Technology, Pedagogy & Education, 26(1), 69-83.   DOI
51 Williams, K. M. (2020). Point, read, think, click: Expanding new literacies in Kazakhstan and Mongolia. International Journal of Education & Development using Information & Communication Technology, 16(3). 16-34.   DOI
52 Kastberg, S., & Leatham, K. (2005). Research on graphing calculators at the secondary level: Implications for mathematics teacher education. Contemporary Issues in Technology & Teacher Education, 5(1), 25-37.
53 Information and Communication Industry Promotion Agency [ICIPA]. (2020). ICT & Broadcasting MONGOLIA Market report. Retrieved from https://www.globalict.kr/
54 Kozma, R. B., & Vota, W. S. (2014). ICT in developing countries: Policies, implementation, and impact. In Handbook of research on educational communications and technology (pp. 885-894). New York, NY: Springer.
55 Trucano, M. (2016). SABER-ICT framework paper for policy analysis: Documenting national educational technology policies around the world and their evolution over time. Washington, DC, DC: World Bank.
56 Sanchez, S. A., Mercado, C. A., Serpa, J. F., Julio, J. S., & Almanza, A. J. (2018, November). Use of ICT tools using the PBL methodology as a student learning strategy Paper to be presented at Expotecnologia 2018: Materials Science and Engineering. Cartagena, Colombia.
57 Kaliisa, R., Palmer, E., & Miller, J. (2019). Mobile learning in higher education: A comparative analysis of developed and developing country contexts. British Journal of Educational Technology, 50(2), 546-561.   DOI
58 Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Pears on Education, Inc.
59 Hardman, F., Abd-Kadir, J., & Tibuhinda, A. (2012). Reforming teacher education in Tanzania. International Journal of Educational Development, 32(6), 826-834.   DOI
60 Jun, M. K. (2004). The influence of quality technology support on teachers' effective technology integration in relation to the maturity of a school work environment as a professional learning community. Unpublished doctoral dissertation. University of Iowa.
61 Khokhar, A. J., Gulab, F., & Javaid, S. (2017). Information communication technology integration: Trained secondary school teachers' dilemma. Journal of Research in Social Sciences, 5(1), 94-02.
62 Kim, D., So, H. J., & Ryoo, D. (2021). Unpacking teachers' concerns about CT-based pedagogy: The case of software education in Korea. Computer Applications in Engineering Education, 29(1), 66-82.   DOI
63 Kim, Y. W., Woo I. G., & Kim, Y. G. (2001). Support plan for the efficient application of ICT. Journal of Special Education: Theory & Practice, 2(3), 183-201.
64 Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2013). Examining practicing teachers' perceptions of technological pedagogical content knowledge (TPACK) pathways: A structural equation modeling approach. Instructional Science, 41(4), 793-809.   DOI
65 Lee, J. C., & Lee, Y. J. (2016). Correlation analysis between elementary school teachers' technology use and TPACK (Technology, Pedagogy, and Content Knowledge). Journal of the Korean Society of Computer Information, 24(1), 599-606.
66 Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2014). Demographic factors, TPACK constructs, and teachers' perceptions of constructivist-oriented TPACK. Journal of Educational Technology & Society, 17(1). 185-196.
67 Joo, Y. J., Lim, K. Y., & Kim, N. H. (2016). The effects of secondary teachers' technostress on the intention to use technology in South Korea. Computers & Education, 95, 114-122.   DOI