Understanding language teachers’ intentions to use technology for student centered learning through pedagogical beliefs and TPACK

Although student-centered technology use is widely promoted, many teachers continue to use technology in limited ways. Research suggests that teachers’ constructivist-oriented pedagogical beliefs (CPB) and their technological pedagogical content knowledge (TPACK) play important roles in shaping their ways of technology adoption. However, few studies have incorporated both constructs into the Theory of Planned Behavior (TPB) to examine teachers’ intentions to use technology for student-centered learning. The present study evaluated a modified TPB model to predict teachers’ intentions to implement technology for student-centered learning. Data were collected from 621 in-service language teachers in China via a survey measuring attitudes toward student-centered technology use (ATTU), subjective norms (SN), perceived behavioral control (PBC), CPB, TPACK, and behavioral intentions. Structural equation modeling assessed the validity of the modified model and examined relationships among its factors. Results indicated that the modified TPB model effectively predicted teachers’ intentions to use technology for student-centered learning with ATTU, PBC and TPACK significantly correlated with the participants’ intentions to use technology for student-centered learning, whereas SN and CPB were not significant predictors. These findings highlight the importance of fostering positive attitudes and TPACK to promote student-centered technology use and provide guidance for teacher education programs and strategies to enhance classroom technology.

Educational technology · Experiential learning · Language acquisition · Qualitative research · Student centered · Education and Technology Integration · EFL/ESL Teaching and Learning · Literacy, Media, and Education