Technology integration in the classroom is seen as an important educational innovation to enhance teaching and learning processes in the 21st century. Teacher motivation has been seen as a critical prerequisite for successful technology integration in the classroom, particularly in early phases of educational innovation. However, whether teacher motivation is a stable versus variable construct in such innovation contexts and how teacher motivation is decisive for effective technology integration are open issues. Most previous studies relied on cross-sectional studies and were restricted to quantity measures which only investigated the mere usage of technology but not the quality of technology integration. Against this background, we implemented a web-based teacher diary for in-service teachers (N = 18) in the beginning of a government initiative in which classes were equipped with one-to-one technological infrastructure. By using a mixed method approach, we found considerable variability of teacher motivation, frequency, and quality of technology integration across lessons over a period of six weeks. More importantly, the variability of the quality of technology integration was explained by teachers’ technology-related utility beliefs, as a crucial facet of technology integration and specific factors within the different instructional contexts. The findings highlight the role of teacher motivation as well as the particular context in technological educational innovations.

教室中的技术集成被视为提高21世纪教学过程的一项重要的教育创新。教师的积极性已被视为在课堂上成功整合技术的关键先决条件，尤其是在教育创新的早期阶段。然而，在这样的创新环境下，教师动机是否是稳定的而非可变的结构，以及教师动机如何对有效的技术整合起决定性作用是未解决的问题。以前的大多数研究都依赖于横断面研究，并且仅限于数量指标，数量指标仅调查技术的使用情况，而不调查技术集成的质量。在此背景下，我们为在职教师实施了基于网络的教师日记（N = 18）在一项政府计划的开始之初，该计划的班级配备了一对一的技术基础设施。通过使用混合方法，我们发现在六个星期的时间里，教师的动机，频率和技术集成质量的差异很大。更重要的是，教师的技术相关效用信念解释了技术集成质量的变化，这是技术集成的关键方面以及不同教学环境下的特定因素。研究结果突出了教师激励的作用以及技术教育创新中的特殊环境。