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Investing Time in Technology: Teachers’ Value Beliefs and Time Cost Profiles for Classroom Technology Integration


by Vanessa W. Vongkulluksn, Kui Xie & Nathan A. Hawk - 2020

Background: Teachers’ value beliefs toward technology are important factors influencing their technology integration practices. Despite the complexity of value beliefs, past research in this area has tended to treat value beliefs as one monolithic factor. More work is needed to identify groups of teachers with different value belief patterns and how these groups of teachers use technology in the classroom. This understanding would help inform intervention strategies that can shift teachers’ value beliefs and technology use in specific and purposeful ways.

Purpose: The purpose of this study was to examine naturally occurring profiles comprising of teachers’ positive value beliefs and time cost perception toward technology integration, and how value belief profiles are linked to teachers’ classroom technology use.

Participants: The sample for this study consisted of 648 high school teachers teaching a variety of content domains from 16 schools in a Midwestern state in the United States.

Research Design: The study featured a nonexperimental survey research design.

Data Collection and Analysis: Teachers at participating schools were invited to take an online survey during the spring of the 2016–2017 academic year. We employed a person-centered, latent profile analysis of different types of value beliefs, including intrinsic value, attainment value, utility value, and time cost perception. We then used hierarchical linear modeling to test the ways in which value profile membership was linked to how teachers used technology in the classroom.

Findings: Results from latent profile analysis showed overall corresponding patterns of intrinsic, utility, and attainment value. On the other hand, perceived time cost was found to play an important role in differentiating profile groups. Two profiles of teachers had high positive value beliefs but differed in terms of their time cost perceptions. Importantly, technology value profile membership was shown to be salient in predicting how much teachers used technology for more central, high-impact tasks in the classroom, such as use of digital content and use of technology for differentiation and assessment purposes.

Conclusions: Our results suggest that teacher education and professional development programs should target shifting teachers to increasingly more adaptive value belief profiles. The present study further contributes to this effort by describing the typology of teachers’ value beliefs that can be used to inform specific intervention strategies. Such programs are needed because teachers’ value beliefs are central predictors of how they use technology, especially for instructional tasks that may matter most for improving student outcomes.



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Cite This Article as: Teachers College Record Volume 122 Number 12, 2020, p. -
https://www.tcrecord.org ID Number: 23526, Date Accessed: 2/28/2021 8:46:50 PM

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About the Author
  • Vanessa W. Vongkulluksn
    University of Nevada, Las Vegas
    E-mail Author
    VANESSA W. VONGKULLUKSN, Ph.D., is an assistant professor of educational assessment, evaluation, and research in the Department of Educational Psychology and Higher Education at the University of Nevada, Las Vegas. Her research centers on examining factors that influence learning in technology-integrated contexts. She examines both teacher and student factors, such as their motivation and digital literacy skills, aiming to understand how these factors are related to learning processes in today’s classroom. Her recent publications include “The Role of Value on Teachers’ Internalization of External Barriers and Externalization of Personal Beliefs for Classroom Technology Integration,” published in Computers & Education in 2018, and “Situational Interest, Self-Efficacy, and Achievement Emotions During an Elementary School Makerspace Program,” published in International Journal of STEM Education in 2018.
  • Kui Xie
    Ohio State University
    E-mail Author
    KUI XIE, Ph.D., is the Cyphert Distinguished Professor in the Department of Educational Studies and director of The Research Laboratory for Digital Learning at The Ohio State University. His scholarship focuses on how to design, develop, and integrate innovative technologies capable of supporting students’ and teachers’ engagement in digital learning to achieve a positive impact on student success. His research interests include K–12 technology integration and teacher professional development, students’ engagement in digital learning, technology intervention and learning environment, and data analytics and research methods. His recent publications include “Examining Engagement in Context Using Experience-Sampling Method With Mobile Technology,” published in Contemporary Educational Psychology in 2019, and “Affordances of Using Mobile Technology to Support Experience-Sampling Method in Examining College Students’ Engagement,” published in Computers & Education in 2019.
  • Nathan A. Hawk
    Ohio State University
    E-mail Author
    NATHAN A. HAWK is currently a doctoral candidate in the Learning Technologies program at The Ohio State University and is a graduate student affiliate in The Research Laboratory for Digital Learning. He currently works as a math instructor with at-risk, nontraditional high school students at Townsend Community School, a charter school that offers distance-education-based learning. His research interests include exploring how at-risk K–12 students effectively self-regulate and learn in online and technology-enhanced environments, as well as how students use technology tools to support self-regulation and learning in nontraditional school environments. His recent publications include “Technology’s Role and Place in Student Learning: What We Have Learned From Research and Theories,” published in an edited book, Technology in School Classrooms: How It Can Transform Teaching and Student Learning Today in 2017.
 
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