Propiedades psicométricas de una prueba sobre creencias docentes respecto de la integración de las TIC

  1. Cartagena Beteta, Mario 1
  2. Revuelta Domínguez, Francisco Ignacio 2
  3. Pedrera-Rodríguez, María-Inmaculada 2
  1. 1 Pontificia Universidad Católica del Perú, Lima, Perú
  2. 2 Universidadde Extremadura, Cáceres
Revista:
RED: revista de educación a distancia

ISSN: 1578-7680

Año de publicación: 2022

Volumen: 22

Número: 70

Tipo: Artículo

DOI: 10.6018/RED.524401 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: RED: revista de educación a distancia

Resumen

Este estudio forma parte de una investigación doctoral que analiza la relación entre las competencias socioemocionales (CSE) y las creencias docentes del profesor de secundaria. En este sentido es necesario contar con un instrumento válido, confiable y adaptado a la realidad sociocultural de los maestros de escuelas públicas de Lima Metropolitana en coherencia con los marcos teóricos internacionales y la investigación empírica existente. Así, se diseñó una prueba ad hoc bajo la Teoría Clásica de los Test, teniendo en cuenta una clasificación de las creencias docentes y se realizó el análisis psicométrico respectivo. En total participaron 393 docentes pertenecientes a las siete Unidades de Gestión Educativa Local (UGEL) de Lima Metropolitana. La metodología abarcó la determinación de la validez de contenido y constructo; así como el análisis de confiabilidad por consistencia interna. Con esta investigación se provee un instrumento de 30 ítems en una escala Likert con indicadores de validez y confiabilidad óptimos para la realidad peruana con posibilidad de ser extrapolado a otros contextos sudamericanos para el diagnóstico, investigación y evaluación de la efectividad de programas de capacitación en TIC en el marco del paradigma del pensamiento docente.

Referencias bibliográficas

  • Abdi, H., & Asadi, B. (2015). A Synopsis of Researches on Teachers’ and Students’ Beliefs about Language. Learning. International Journal on Studies in English Language and Literature (IJSELL), 3(4), 104-114.
  • Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45, 131-142. https://doi-org/10.1177/0013164485451012
  • Alharbi, A. (2021). A review of the internal and external factors affecting teachers’ ICT use in Classroom. International Journal of Education and Research, 9(12), 105 – 116.
  • Altınay-Gazi, Z., & Altınay-Aksal, F. (2017). Technology as mediation tool for improving teaching profession in higher education practices. EURASIA Journal of Mathematics, Science and Technology Education, 13(3), 803-813
  • Arbuckle, J. L. (2017). IBM SPSS Amos 25 User’s Guide. IBM Corporation.
  • American Educational Research Association, American Psychological Association y National Council on Measurement in Education (2018). ESTÁNDARES para Pruebas Educativas y Psicológicas. American Educational Research Association
  • Argyris, C. & Schon, D. (1974). Theory in practice: Increasing professional effectiveness. Jossey-bass.
  • Ashton, P. (2015). Historical overview and theoretical perspectives of research on teacher’s beliefs. En H. Fives & M. Gregoire (Eds). International Handbook of research on teacher’s beliefs (pp. 31 – 47). Routledge.
  • Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. http://dx.doi.org/10.6018/analesps.29.3.178511
  • Bahcivan, E., Gurer, M. D., Yavuzalp, N., & Akayoglu, S. (2019). Investigating the relations among pre-service teachers’ teaching/learning beliefs and educational technology integration competencies: A structural equation modeling study. Journal of Science Education and Technology, 28(5), 579-588. https://doi.org/10.1007/s10956-019-09788-6
  • Baker, R. S., & Gowda, S. M. (2018). The 2018 technology & learning insights report: Towards understanding app effectiveness and cost. https://www.brightbytes.net/resources-archive/insightsreport2018
  • Borg, S. (2003). Teacher cognition in grammar teaching: A literature review. Language awareness, 12(2), 96-108. https://doi-org/10.1080/09658410308667069
  • Byrne, V.L., & Donlan, A.E. (2020). Formative Feedback on On-Line Teaching: Tools for
  • Pandemic Pedagogy (Pandemigogy). https://nobaproject.com/blog/2020-04-29-formative-feedback-on-online-teaching-tools-for-pandemic-pedagogy-i-e-pandemigogy
  • Cabero-Almenara, J., Barroso-Osuna, J., Llorente-Cejudo, C., & Palacios-Rodríguez, A. (2022). Validación del marco europeo de competencia digital docente mediante ecuaciones estructurales. Revista mexicana de investigación educativa, 27(92), 185-208.
  • Carmines, E., & Zeller, R. (1979). Reliability and validity assessment. Sage.
  • Carstens, R., & Pelgrum, W. J. (Eds.). (2009). Second information technology in education study technical report. The International Association for the Evaluation of Educational Achievement (IEA).
  • Chand, V. S., Deshmukh, K. S., & Shukla, A. (2020). Why does technology integration fail? Teacher beliefs and content developer assumptions in an Indian initiative. Educational Technology Research & Development, 68, 2753–2774. https://doi.org/10.1007/s11423-020-09760-x
  • Chang, S., Hsu, T., Kuo, W., & Jong, M. S. (2020). Effects of applying a VR-based two-tier test strategy to promote elementary students’ learning performance in a Geology class. British Journal of Educational Technology, 51(1), 148–165. https://doi.org/10.1111/bjet.12790
  • Chen, L., & Xiao, S. (2021). Perceptions, challenges and coping strategies of science teachers in teaching socioscientific issues: A systematic review. Educational Research Review, 32, Article 100377. https://doi.org/10.1016/j.edurev.2020.100377
  • Cheng, S. L., Chang, J. C., & Romero, K. (2021). Are Pedagogical Beliefs an Internal Barrier for Technology Integration? The Interdependent Nature of Teacher Beliefs. Education and Information Technologies, 1-18. https://doi.org/10.1007/s10639-021-10835-2
  • Cheng, S. L., Chen, S. B., & Chang, J. C. (2020). Examining the multiplicative relationships between teachers’ competence, value and pedagogical beliefs about technology integration. British Journal of Educational Technology, 52(2), 734-750. https://doi.org/10.1111/bjet.13052
  • Cheng, S.-L., Lu, L., Xie, K., & Vongkulluksn, V. W. (2020). Understanding teacher technology integration from expectancy-value perspectives. Teaching and Teacher Education, 91, 103062. https://doi.org/10.1016/j.tate.2020.103062
  • Cheng, S-L., & Xie C. K. (2018). The relations among teacher value beliefs personal characteristics and TPACK in intervention and non-intervention settings. Teaching and Teacher Education, 74, 98–113. https://doi.org/10.1016/j.tate.2018.04.014
  • Chester, D. S., & Lasko, E. N. (2021). Construct validation of experimental manipulations in social psychology: Current practices and recommendations for the future. Perspectives on Psychological Science, 16(2), 377-395. https://doi-org/10.1177/1745691620950684
  • Choi, H., Chung, S. Y., & Ko, J. (2021). Rethinking teacher education policy in ICT: Lessons from emergency remote teaching (ERT) during the COVID-19 pandemic period in Korea. Sustainability, 13(10), Article 5480. https://doi.org/10.3390/su13105480
  • Chong, S., Wong, I. Y. F., & Quek, C. L. (2005). Pre-service teachers beliefs, attitudes and expectations: a review of the literature. Centre for Research in Pedagogy and Practice. http://hdl.handle.net/10497/138
  • Clark, C. M. & Peterson. P.L. (1986). Teachers" thought processes. En Wittroch (Ed.). Handbook of research on teaching (pp. 255-296). Macmillan.
  • Clark, C. M., & Yinger, R. J. (1977). Research on teacher thinking. Curriculum inquiry, 7(4), 279-304. https://doi-org/10.1080/03626784.1977.11076224
  • Daniel, S.J., 2020. Education and the COVID-19 pandemic. Prospects 49(1), 91–96.
  • DeVellis, R. (2017). Scale Development Theory and Applications. (4ª ed.). SAGE Publications
  • Di Martino, P., & Sabena, C. (2010). Teachers’ beliefs: The problem of inconsistency with practice. En M. Pinto, & T. Kawasaki (Eds.). Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 313-320). PME.
  • Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
  • Erbaz, M. K. (2021). Predictive Validity of Teaching Efficacy Beliefs on Teaching-Learning Conceptions: A Study of Physical Education Teacher Candidates. Journal of Education and Learning, 10(1), 61-73. https://doi.org/10.5539/jel.v10n1p61
  • Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61. https://doi.org/10.1007/BF02299597
  • Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39. https://doi.org/10.1007/BF02504683
  • Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., & Tondeur, J. (2015). Teachers’ beliefs and uses of technology to support 21st-century teaching and learning. En H. Fives & M. Gregoire (Eds). International Handbook of research on teacher’s beliefs (pp. 403 - 418). Routledge.
  • Escobar-Pérez, J., y Cuervo-Martínez, Á. (2008). Validez de contenido y juicio de expertos: una aproximación a su utilización. Avances en medición, 6(1), 27-36.
  • Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Journal Societies, 10(86), 1-18. https://doi.org/10.3390/soc10040086
  • Fives, H. & Buehl, M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? En K. R. Harris, S. Graham, & T. Urdan (Eds.), APA Educational Psychology Handbook: Volume 2 Individual differences and Cultural and Contextual Factors (p. 471–499). American Psychological Association. https://doi.org/10.1037/13274–000
  • Fives, H. & Gregoire, M. (2015). International Handbook of Research on Teachers’ Beliefs. Routledge.
  • Gebhardt, E., Thomson, S., Ainley, J., & Hillman, K. (2019). Gender differences in computer and information literacy (Vol. 8). Springer International Publishing. https://doi.org/10.1007/978-3-030-26203-7
  • Gentles, C. H., & Haynes, T. (2021). Latin American and Caribbean teachers’ transition to online teaching during the pandemic: Challenges, Changes and Lessons Learned. Píxel-Bit. Revista de Medios y Educación, 61, 131-163. https://doi.org/10.12795/pixelbit.88054
  • Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J.-J. (2017). Factors that explain
  • the use of ICT in secondary-education classrooms: The role of teacher characteristics
  • and school infrastructure. Computers in Human Behavior, 68, 441–449. https://doi.org/10.1016/j.chb.2016.11.057
  • Gómez-López, J., & Cano, J. (2011). El pensamiento docente y su influencia en la implantación de las tecnologías de la información y la comunicación en el aula: desafíos y oportunidades. Contextos educativos. Revista de educación, (14), 67-84. https://doi.org/10.18172/con.640
  • Gurer, M. D., & Akkaya, R. (2021). The influence of pedagogical beliefs on technology acceptance: a structural equation modeling study of pre-service mathematics teachers. Journal of Mathematics Teacher Education, 1-17. https://doi.org/10.1007/s10857-021-09504-5
  • Habte, A., Bishaw, A., & Lechissa, M. (2021). Beyond policy narratives: exploring the role of pedagogical beliefs in classroom practices of secondary school Civics and Ethical Education teachers. Smart Learning Environments, 8(1), 1-26. https://doi.org/10.1186/s40561-021-00171-w
  • Hair, J. F., Black, W., Babin, B. & Anderson, R. (2010). Multivariate Data Analysis (7° Ed.). Pearson Prentice Hall.
  • Häusler, N., Pirner, M., Scheunpflug, A. & Kröner, S. (2019). Religious and Professional Beliefs of Schoolteachers – A Literature Review of Empirical Research. International Journal of Learning, Teaching and Educational Research, 18(5), 24-41. https://doi.org/10.26803/ijlter.18.5.3
  • Hervás, C., & Martín, J. (1996). Evaluación de necesidades formativas, actitudes y creencias del profesorado de Educación Secundaria. Revista Electrónica Interuniversitaria de Formación del Profesorado, 1 (0), 1-8. http://hdl.handle.net/11441/28462
  • Hoffman, B. & Seidel, K. (2015). Measuring Teacher’s Beliefs For What Purpose?. En H. Fives & M. Gregoire (Eds). International Handbook of research on teacher’s beliefs (pp. 106 - 127). Routledge.
  • Hooper, D., Coughlan, J., & Mullen, M. (2008, June 19-20). Evaluating model fit: a synthesis of the structural equation modelling literature [Conference presentation]. 7th European Conference on research methodology for business and management studies (pp. 195-200). Regent College.
  • Hsu, P.-S. (2016). Examining current beliefs, practices and barriers about technology integration: A case study. TechTrends, 60(1), 30–40. https://doi.org/10.1007/s1152 8-015-0014-3
  • Ifinedo, E., Rikala, J., & Hämäläinen, T. (2020). Factors affecting Nigerian teacher educators’ technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs. Computers & education, 146, Article 103760. https://doi.org/10.1016/j.compedu.2019.103760
  • Iliescu, D. (2017). Adapting tests in linguistic and cultural situations. Cambridge University Press
  • Jackson, P. (1968). Life in classrooms. Holt, Rinehart & Winston.
  • Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in psychology, 12, Article 1590. https://doi.org/10.3389/fpsyg.2021.637547
  • Jiménez, A. & Feliciano, L. (2006). Pensar el pensamiento del profesorado. Revista española de pedagogía, 64 (233), 105-122. https://www.jstor.org/stable/23765975
  • Knezek, G., & Christensen, R. (2016). Extending the will, skill, tool model of technology
  • integration: Adding pedagogy as a new model construct. Journal of Computing in
  • Higher Education, 28(3), 307–325. https://doi.org/10.1007/s12528-016-9120-2
  • Kline, R. B. (2015). Principles and practice of structural equation modeling. The Guilford Press.
  • Kreitchmann, R. S., Abad, F. J., Ponsoda, V., Nieto, M. D., & Morillo, D. (2019). Controlling for response biases in self-report scales: Forced-choice vs. psychometric modeling of Likert items. Frontiers in psychology, 10, Article 2309. https://doi.org/10.3389/fpsyg.2019.02309
  • Landis J., & Koch G. (1977). The measurement of observer agreement forcategorical data. Biometrics, 33(1), 159-174.
  • Levin, B. (2015). The Development of Teacher’s Beliefs. En H. Fives & M. Gregoire. International Handbook of Research on Teachers Belief (pp. 48 - 65). Routledge.
  • Liu, H., Lin, C. H., & Zhang, D. (2017). Pedagogical beliefs and attitudes toward information and communication technology: a survey of teachers of English as a foreign language in China. Computer Assisted Language Learning, 30(8), 745-765. https://doi-org/10.1080/09588221.2017.1347572
  • López-Vargas, O., Duarte-Suárez, L., & Ibañez-Ibáñez, J. (2017). Teacher’s computer self-efficacy and its relationship with cognitive style and TPACK. Improving Schools, 20(2), 264–277. https://doi.org/10.1177/1365480217704263
  • Mason, S. L., & Rich, P. J. (2019). Preparing elementary school teachers to teach computing, coding, and computational thinking. Contemporary Issues in Technology and Teacher Education, 19(4), 790–824.
  • Merino, C., y Livia, J. (2009). Intervalos de confianza asimétricos para el índice la validez de contenido: Un programa Visual Basic para la V de Aiken. Anales de Psicología, 25(1), 169-171.
  • Mo, X. (2020). Teaching Reading and Teacher Beliefs: A Sociocultural Perspective. Springer.
  • Moliner, L., Sanahuja, A., & Alegre, F. (2021). Development and validation of pedagogical beliefs about teaching practices questionnaire: a cross-continental study. Pedagogika, 143(3), 45-67. https://doi.org/10.15823/p.2021.143.3
  • Muenks, K., Wigfield, A., & Eccles, J. S. (2018). I can do this! the development and calibration of children’s expectations for success and competence beliefs. Developmental Review, 48, 24–39. https://doi.org/10.1016/j.dr.2018.04.001
  • National Institute of Education (1975). R&D Funding Policies of the National Institute of Education: Review and Recommendations. United States Department of Health, Education, and Welfare
  • Odebiyi, O. & Choi, Y. (2020): The challenges of measuring epistemic beliefs across cultures: evidence from Nigerian teacher candidates. Teaching Education, 1- 23. https://doi.org/10.1080/10476210.2020.1844650
  • O ́Dwyer, Laura & Bernauer, James (2014). Quantitative research for the qualitative research. Sage
  • Oyunge, T. O. (2021). Exploring secondary school teachers’pedagogical beliefs and the integration of ict in the context of a developing country: a technology acceptance model perspective. European Journal of Education Studies, 8(3), 206 – 237. https://doi.org/10.46827/ejes.v8i3.3639
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307
  • Pareja Roblin, N., Tondeur, J., Voogt, J., Bruggeman, B., Mathieu, G., & van Braak, J. (2018). Practical considerations informing teachers’ technology integration decisions: The case of tablet PCs. Technology. Pedagogy and Education, 27(2), 165–181. https://doi.org/10.1080/1475939X.2017.1414714
  • Reichert, F., Lange, D., & Chow, L. (2021). Educational beliefs matter for classroom instruction: A comparative analysis of teachers’ beliefs about the aims of civic education. Teaching and Teacher Education, 98, Article 103248. https://doi.org/10.1016/j.tate.2020.103248
  • Rich, P. J., Larsen, R. A., & Mason, S. L. (2021). Measuring teacher beliefs about coding and computational thinking. Journal of Research on Technology in Education, 53(3), 296-316. https://doi-org/10.1080/15391523.2020.1771232
  • Roose, I., Vantieghem, W., Vanderlinde, R., & Van Avermaet, P. (2019). Beliefs as fil-ters for comparing inclusive classroom situations. Connecting teachers’ beliefs about teaching diverse learners to their noticing of inclusive classroom characteristics in videoclips. Contemporary Educational Psychology, 56, 140–151. https://doi.org/10.1016/j.cedpsych.2019.01.002
  • Rokeach, M. (1968). Beliefs, attitudes, and values. Jossey-Bass Inc.
  • Rubach, C., & Lazarides, R. (2021). Addressing 21st-century digital skills in schools–Development and validation of an instrument to measure teachers' basic ICT competence beliefs. Computers in Human Behavior, 118, Article 106636. https://doi.org/10.1016/j.chb.2020.106636
  • Safrudiannur, S., & Rott, B. (2019, February). Students’ abilities on the relationship between beliefs and practices [Conference presentation]. Eleventh Congress of the European Society for Research in Mathematics Education (No. 27). Freudenthal Group; Freudenthal Institute; ERME. https://hal.archives-ouvertes.fr/hal-02430493/document
  • Safrudiannur, S., & Rott, B. (2021). Offering an approach to measure beliefs quantitatively: Capturing the influence of students’ abilities on teachers’ beliefs. International Journal of Science and Mathematics Education, 19(2), 419-441. https://doi.org/10.1007/s10763-020-10063-z
  • Sampeiro, V. M. (2019). Ecuaciones estructurales en los modelos educativos: características y fases en su construcción. Apertura, 11(1), 90-103. https://doi.org/10.32870/Ap.v11n1.1402
  • Schoen, R. & LaVenia, M. (2019) Teacher beliefs about mathematics teaching and learning: Identifying and clarifying three constructs. Cogent Education, 6(1), Article 1599488. https://doi.org/10.1080/2331186X.2019.1599488
  • Schutz, P., Hong, J., Francis, D. (2020). Teachers’ Goals, Beliefs, Emotions, and Identity Development. Investigating Complexities in the Profession. Routledge
  • Shavelson, R. J., & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgments, decisions, and behavior. Review of educational research, 51(4), 455-498. https://doi-org/10.3102%2F00346543051004455
  • Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
  • Siddiquee, N. E. (2014). Exploring Beliefs on Teaching-Learning and Actual Practices: A Case of Secondary School Science Teachers in Bangladesh. [Doctoral dissertation, 広島大学] Repositorio Institucional de la Universidad de Hiroshima. https://ci.nii.ac.jp/naid/500000920586/
  • Sim, J., & Wright, C. C. (2005). The kappa statistic in reliability studies: use, interpretation, and sample size requirements. Physical therapy, 85(3), 257-268. https://doi.org/10.1093/ptj/85.3.257
  • Simms, L. J., Zelazny, K., Williams, T. F., & Bernstein, L. (2019). Does the number of response options matter? Psychometric perspectives using personality questionnaire data. Psychological assessment, 31(4), 557. http://dx.doi.org/10.1037/pas0000648
  • Skott, J. (2015). The promises, problems and prospects of research on teacher’s beliefs. En H. Fives & M. Gregoire. International Handbook of Research on Teachers Belief (pp. 13 – 30). Routledge.
  • Stratton, S. J. (2021). Population research: convenience sampling strategies. Prehospital and disaster Medicine, 36(4), 373-374. https://doi.org/10.1017/S1049023X21000649
  • Sund, P. (2015). Experienced ESD-Schoolteachers’ Teaching – An Issue of complexity. Environmental Education Research 21 (1), 24–44. https://doi.org/10.1080/13504622.2013.862614 .
  • Taibi, M. (2012). The Development of Professional Beliefs during Teacher Education at University. En J. König (Ed.). Teachers’ pedagogical beliefs. Definition and operationalisation–connections to knowledge and performance–development and change (pp. 53 - 70). Waxmann.
  • Tavşancıl, E. (2005). Tutumların ölçülmesi ve SPSS ile veri analizi (2. bs). Nobel Yayınları.
  • Teo, T., Huang, F., & Hoi, C. K. W. (2018). Explicating the influences that explain intention to use technology among English teachers in China. Interactive Learning Environments, 26(4), 460–475. https://doi.org/10.1080/10494820.2017.1341940
  • Tondeur, J. (2020). Teachers’ Pedagogical Beliefs and Technology Use. En M. A. Peters (ed.), Encyclopedia of Teacher Education (pp. 1-5). Springer Nature Singapore Pte Ltd. https://doi.org/10.1007/978-981-13-1179-6_111-1
  • Tondeur, J., Hermans, R., van Braak, J., & Valcke, M. (2008). Exploring the link between teachers’ educational belief profiles and different types of computer use in the classroom. Computers in Human Behavior, 24(6), 2541–2553. https://doi.org/10.1016/j.chb.2008.02.020
  • Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. https://doi.org/10.1007/s11423-016-9481-2
  • Uslu, N. A., & Usluel, Y. K. (2019). Predicting technology integration based on a conceptual framework for ICT use in education. Technology, Pedagogy and Education, 28(5), 517–531. https://doi.org/10.1080/1475939X.2019.1668293
  • Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS quarterly, 27(3), 425-478. https://doi-org/10.2307/30036540
  • Vongkulluksn, V. W., Xie, K., & Bowman, M. A. (2018). The role of value on teachers’ internalization of external barriers and externalization of personal beliefs for classroom technology integration. Computers & Education, 118, 70–81. https://doi.org/10.1016/j.compe du.2017.11.009
  • Wang, J., Tigelaar, D., Luo, J. & Admiraal, W. (2022). Teacher beliefs, classroom process quality, and student engagement in the smart classroom learning environment: A multilevel analysis. Computers & Education, 183, Article 104501. https://doi.org/10.1016/j.compedu.2022.104501
  • Weijters, B., & Baumgartner, H. (2022). On the use of balanced item parceling to counter acquiescence bias in structural equation models. Organizational Research Methods, 25(1), 170-180. https://doi-org/10.1177/1094428121991909
  • Woods, D. (2009). Teacher cognition and language education: research and practice, Borg, S. (Review). The Canadian Modern Language, 65(3), 511-513. https://doi.org/10.3138/cmlr.65.3.501
  • Woods, D. y Çakır, H. (2011). Two dimensions of teacher knowledge: The case of communicative language teaching. System, 39 (3), 381-390. https://doi.org/10.1016/j.system.2011.07.010
  • Xie, K., & Hawk, N. (2017). Technology’s role and place in student learning: What we have learned from research and theories. En J. G. Cibulka, & B. S. Cooper (Eds.), Technology in school classrooms: how it can transform teaching and student learning today (pp. 1-17). Rowman & Littlefield.
  • Yuen, A. H., & Ma, W. W. (2002). Gender differences in teacher computer acceptance. Journal of Technology and Teacher Education, 10(3), 365–382.