Laila Mohebi, Zayed University

ORCID Identifiers

0000-0003-2640-4532

Document Type

Article

Source of Publication

International Journal of Learning, Teaching and Educational Research

Publication Date

12-1-2021

Abstract

With the fast progress of technology and the vast amount of research papers related to technology integration in education being published yearly, a study that reviews models used in these papers is needed. Therefore, this paper (1) reviewed and analysed theoretical frameworks with models used for integration of technology in classrooms, (2) reviewed studies that discussed the impact of technology integration on students' learning capabilities, and (3) discussed the importance of preparing teachers to effectively integrate technology in teaching. The models reviewed were: Teacher Thoughts and Action Process (TTAP), Theory of Planned Behavior, Expectancy-Value Theory of Achievement Motivation (EVAM), Substitution Augmentation Modification Redefinition (SAMR), Technology Acceptance (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Technological Pedagogical and Content Knowledge (TPACK).

ISSN

1694-2116

Publisher

Society for Research and Knowledge Management

Volume

20

Issue

12

First Page

232

Last Page

254

Disciplines

Computer Sciences | Education

Keywords

Content knowledge, Technological pedagogical, Technology in classrooms, Technology integration, Technology models

Scopus ID

85124180860

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Hybrid: This publication is openly available in a subscription-based journal/series

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