Scholarlink

<p>This study investigates the interactions among Technological Pedagogical Readiness (TPR) dimensions. This framework integrates technological pedagogical content knowledge (TPACK), technology acceptance model (TAM), and contextual influences to examine technology integration readiness among primary mathematics teachers in Southwest China. Employing a web-based questionnaire within a quantitative research design, the study utilized Partial Least Squares Structural Equation Modelling to analyse responses from 554 primary mathematics teachers in Chongqing. The TPR framework encompasses knowledge-based components (e.g., TPACK), attitudinal factors (e.g., perceived ease of use and perceived usefulness from TAM), and contextual dimensions (e.g., professional development [PD], contextual factors [CF], parental and community involvement [PCI], student technology literacy [STL], and educational challenges [EC]). The findings underscore the pivotal roles of PD, CF, PCI, and STL in shaping mathematics teachers’ readiness to integrate digital technologies. PD was notably influential, strengthening TPACK-related knowledge and indirectly enhancing teachers’ technology-related attitudes. CF directly impacted readiness, while PCI significantly influenced perceived usefulness. STL was also critical, significantly shaping teachers' perceptions of technology's ease of use and usefulness. This study empirically validates the conceptual structure of TPR and demonstrates its utility in capturing the multifaceted influences—internal and external—on technology integration in primary mathematics education. These insights contribute to a more comprehensive theoretical understanding of teacher readiness in the digital era.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Investigating the interrelationships of technological pedagogical readiness using PLS-SEM: A study of primary mathematics teachers in China

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年4月23日

查看全文
  • Mao Li,
  • Yanxi Li

摘要

This study investigates the interactions among Technological Pedagogical Readiness (TPR) dimensions. This framework integrates technological pedagogical content knowledge (TPACK), technology acceptance model (TAM), and contextual influences to examine technology integration readiness among primary mathematics teachers in Southwest China. Employing a web-based questionnaire within a quantitative research design, the study utilized Partial Least Squares Structural Equation Modelling to analyse responses from 554 primary mathematics teachers in Chongqing. The TPR framework encompasses knowledge-based components (e.g., TPACK), attitudinal factors (e.g., perceived ease of use and perceived usefulness from TAM), and contextual dimensions (e.g., professional development [PD], contextual factors [CF], parental and community involvement [PCI], student technology literacy [STL], and educational challenges [EC]). The findings underscore the pivotal roles of PD, CF, PCI, and STL in shaping mathematics teachers’ readiness to integrate digital technologies. PD was notably influential, strengthening TPACK-related knowledge and indirectly enhancing teachers’ technology-related attitudes. CF directly impacted readiness, while PCI significantly influenced perceived usefulness. STL was also critical, significantly shaping teachers' perceptions of technology's ease of use and usefulness. This study empirically validates the conceptual structure of TPR and demonstrates its utility in capturing the multifaceted influences—internal and external—on technology integration in primary mathematics education. These insights contribute to a more comprehensive theoretical understanding of teacher readiness in the digital era.