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In this systematic review, we examined 307 articles for factors influencing technology integration. Teacher technology integration was examined through a multidimensional lens including four dimensions: school, student, teacher, and technology. These four dimensions included 11 factors and 47 sub-factors: school-related factors (school background, culture, support, curriculum, and delivery); student-related factors (student demographics, affective, cognitive, and behavioral factors); teacher-related factors (teacher background, affect, and cognitive factors); and technology-related factors (ease of access and technology use). Results indicate that several of these factors are related or supported technology integration (e.g., student cognitive–learning). However, some studies also identified factors that hindered (e.g., teacher affective–techno-stress) or had mixed findings (e.g., school background – location) or were not related to technology integration (e.g., teacher demographic–educational level) in different contexts. This review has implications for students, teachers, administrators, technologists, and teacher educators.
Martin et al. (Mon,) studied this question.