Abstract : To be more comprehensive, this review goes beyond “access” to incorporate psychological factors relevant to the process of integrating educational technology for in-service secondary school teachers. It posits that the process of integrating technology sustainably is intrinsically human-centred and is influenced by internal determinants such as self-efficacy with technology, beliefs about how one learns best, attitudes, anxiety, and motivation (e.g., use of constructivist versus traditional pedagogical beliefs). These constructs are defined utilizing the existing Technology Acceptance Model (TAM) and Social Cognitive Theory, among others. The paper puts forward a model of integration emphasizing the bidirectionality between teachers’ internal dispositions and external contextual factors, with positive integration working to boost self-confidence in recognizing diversity and, in turn, allowing for further integration. Existing research is hampered by the fact that most studies rely on self-report measures, and few are longitudinal or cross-cultural. Therefore, the review finds that the need for meaningful professional development and leadership is an important factor to successfully develop teachers’ psychological capital, such as self-efficacy and growth mindset, in order to connect technology availability and its transformative potential in teaching, as it may be found in the opportunities and support offered by their institutions. Key word : Educational technology integration, Teacher psychology, Self-efficacy, Pedagogical beliefs, Technology Acceptance Model (TAM), TPACK
Jayabharathi et al. (Wed,) studied this question.