Despite the value of technology integration for educational equity and quality being emphasized by numerous studies, many gaps exist about how technology integration can be approached in policy... Show moreDespite the value of technology integration for educational equity and quality being emphasized by numerous studies, many gaps exist about how technology integration can be approached in policy plans, implemented in pedagogical practices, and embraced by teachers, students, and parents. In the current dissertation, the focus is on teachers’ pedagogical practices with technology in primary and secondary education, contributing to a more detailed understanding of what happens to integrate technology into the teaching and learning processes. Given this goal, we examined the different teaching and technology practices considering the concerted efforts of various stakeholders at different levels and contexts. Five studies were performed on: (1) an overview of the link between local information and communications technology (ICT) policy plans and the ICT practices of rural schools; (2) rural teachers’ use of digital educational resources aimed at promoting digital equity and education for all; (3) rural teachers’ sharing of digital educational resources aimed at promoting teacher professional learning opportunities and development; (4) (a meta-analysis on) the effectiveness of various mobile technology usage on learning outcomes in primary and secondary education; (5) the relationships among teacher beliefs, classroom process quality, and student engagement in smart classroom learning environments in secondary education. Show less
Research indicates that knowledge sharing promotes teacher professional learning opportunities and development. However, it is yet to be known what motivates teachers in rural schools in sharing... Show moreResearch indicates that knowledge sharing promotes teacher professional learning opportunities and development. However, it is yet to be known what motivates teachers in rural schools in sharing their knowledge as they may face more challenges than teachers in urban areas when sharing. This study examined factors explaining rural teachers' sharing behavior regarding digital educational resources, both within and outside school, as posited by combining motivation theory and the integrative model of behavior prediction. Self-reported questionnaires from 709 rural teachers were collected and analyzed employing the Structural Equation Modeling. Different motivational factors were found to be related to sharing behavior within school and outside school. More specifically, internal motivation was positively and external motivation was negatively related to sharing behavior in both contexts. Moreover, sharing intention and sharing climate significantly explained teachers' sharing behavior, but only outside school. A mediation analysis using a bias-corrected bootstrapping method revealed that the effect of internal motivation on sharing intention within school was mediated through self-efficacy and attitudes whereas the effect of external motivation on sharing intention outside school was only mediated by attitudes. These findings contribute to a better understanding of how to support teachers’ sharing behavior in different contexts. Show less
