ABSTRACT Decades of research have shown that technological change in schools depends on multiple interrelated factors. Structural equation models explaining the interplay of factors often suffer from high complexity and low coherence. To reduce complexity, a more robust structural equation model was built with data from a survey of 349 Swiss primary school teachers. It confirms that educational technology integration is dependent on individual teachers' readiness, which is in turn influenced by school readiness. Teacher readiness to integrate educational technology is based on perceived skills and beliefs. Facets of school readiness include educational technology resources in classrooms, perceived importance of technology integration, goal clarity, head teacher support, as well as formal and informal exchange among teachers.

中文翻译：

---

学校准备与教师准备教育技术整合的相互作用：一个结构方程模型

摘要数十年的研究表明，学校的技术变革取决于多个相互关联的因素。解释因素相互作用的结构方程模型经常遭受高复杂性和低相干性的困扰。为了降低复杂性，使用来自349位瑞士小学教师的调查数据构建了更强大的结构方程模型。它证实了教育技术的整合取决于个别教师的准备状况，而这又受学校准备状况的影响。教师是否愿意整合教育技术是基于感知的技能和信念。入学准备的方面包括教室中的教育技术资源，公认的技术集成重要性，目标明确，班主任的支持以及老师之间的正式和非正式交流。