This study explored the readiness of teachers to learn about learning and teaching supportive modes of ICT use with the lens of the Unified Model of Task-specific Motivation (UMTM). According to the UMTM readiness for action is driven by feelings of activities and thoughts about the value of consequences of activities, which both can be positive and negative, and which in turn are influenced by aspects of autonomy and competence, by social relatedness, and by subjective norm. The twofold goal of this study was to test the merits of the model in general and for ICT integration in education in particular. A sample of 282 teachers provided answers about different aspects of their motivation to learn about the two types of ICT use. There were some differences between these two types of learning activities, but for both, thoughts about the value of the consequences of the activities were more important than feelings about them. Furthermore, although sense of competence was relatively more important for leaning about learning supportive ICT use than for learning about teaching supportive ICT use, teachers’ sense of autonomy, a variable that is completely ignored in research on ICT integration, was in general far more important for learning about ICT use than sense of competence.

这项研究探索了教师准备好以任务特定动机统一模型（UMTM）的角度来学习ICT使用的学习和教学支持模式。根据UMTM，行动的准备就绪是由对活动的感觉和对活动后果的价值的思考所驱动的，这既可以是积极的，也可以是消极的，并且继而受自主性和能力，社会关系以及主观规范。这项研究的双重目标是测试该模型的优缺点，尤其是检验ICT在教育中的整合。282名教师的抽样调查提供了有关他们动机的不同方面的信息，以了解两种类型的ICT使用。这两种学习活动之间存在一些差异，但对于两种学习活动，关于活动后果价值的思考比对活动的感受更为重要。此外，尽管对于学习支持性ICT的使用而言，能力意识比学习对支持性ICT的教学学习更为重要，但教师的自主感（在ICT集成研究中被完全忽略的变量）总体上更为重要了解信息通信技术的使用而不是能力意识。