Abstract
The importance of rural teachers’ innovative behavior of integrating technology into teaching (ITT) has been well recognized. Nevertheless, rural teachers’ innovative behavior of ITT is far from satisfactory. In order to promote rural teachers’ innovative behavior of ITT, it is necessary to better understand what factors are related to it. This study developed a research model of factors related to rural teachers’ innovation behavior of ITT based on social cognitive theory (SCT). To verify the model, this study collected surveys from 4090 primary and secondary school teachers in rural areas of China, adopted structural equation modeling to analyze the data. The results indicated that organizational environment, peer support, and information literacy contributed to rural teachers’ innovative behavior of ITT, while technostress hindered rural teachers’ innovative behavior of ITT. In addition, information literacy mediated the effect of organizational environment and peer support on innovative behavior of ITT, and technostress mediated the effect of peer support and information literacy on innovative behavior of ITT. These findings provide valuable information for teacher training and professional development to promote rural teachers’ innovative behavior of ITT.
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This work was supported by the National Natural Science Foundation of China [grant number 62177026 and 61907018]; the Humanities and Social Science Foundation of the Ministry of Education of China [grant number 18YJC880005]; and the Central China Normal University National Teacher Development Collaborative Innovation Experimental Base Construction Research Project [grant number CCNUTEIII 2021–01].
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Wu, D., Zhou, C., Liang, X. et al. Integrating technology into teaching: Factors influencing rural teachers’ innovative behavior. Educ Inf Technol 27, 5325–5348 (2022). https://doi.org/10.1007/s10639-021-10815-6
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DOI: https://doi.org/10.1007/s10639-021-10815-6