Research suggests that technology integration can improve student achievement and attitudes towards school and learning (Englert, Zhao, Collings, & Romig, 2005; Kulik, 2003; Martindale, Pearson, Curda, & Pilcher, 2005). However, much of the research that has examined technology use in schools has revealed that there is a disappointing lack of integration, and frequent and meaningful technology use is not the norm (Barron, Kemker, Harmes, & Kalaydjian, 2003; Becker, 2006; Wozney, Venkatesh, and Abrami, 2006; Zhao & Frank, 2003). This study used a correlational design and an online self-report survey of 197 PreK-12 teachers to investigate the relationships between teachers' technology use and their motivation to use technology. Teachers' expectancy of success, intrinsic valuing, utility valuing, and perceived instrumentality of technology were related to the frequency of their own use at school. Teachers' expectancy of success with technology and their beliefs about their responsibility for teaching students about technology were related to the frequency of teacher-directed student technology use
