Modeling the Factor Constructs Affecting the Integration of Technology in Classroom Instruction

Researchers in educational technology integration for teaching demonstrate that teachers often use technology to motivate students and as an alternative mode of lesson delivery. The present study aimed to find the underlying factor constructs on the reasons of teachers on why they would integrate technology into their teaching practices. Results of the study using exploratory factor analysis generated nine factors representing 69.45% of the total variability of the data with a mean communality value of 0.7025, KMO of 0.910 and Bartlett’s test of sphericity of p<0.001, indicative of a good model fit and high discriminant validity of the subscales. Internal consistency measures also indicated good to excellent alpha levels demonstrating high reliability and convergent validity of the subscales. Results of the study found that the teachers’ reasons for adopting technology are more complex and differentiated than what previous researchers have thought contradicting earlier theorists of the phenomenon. Results also showed that the derived factor constructs imply the teachers’ pragmatic preferences for using technology.

Keywords: Modeling, teaching with technology, exploratory factor analysis, Cronbach’s alpha, factor constructs