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This study aims to examine how technology integrated instruction change teachers` activities in schools since using technology in classrooms. A total of 311 elementary and secondary school teachers were participated in this study. Using exploratory factor analysis five factors were extracted. In addition, technology attitude in education and technology competence as psychological factors are analyzed to be influenced by the five extracted factors. The results of this study show that there are outstanding change since using technology in schools. Also changing of teachers` activities in schools is influenced by technology competence which reflects teachers` confidence on using technology rather than technology attitude in education which reflects teachers` recognition of the necessity of technology integrated instruction.

Change of Teachers' Activities since using Technology in Schools and its Differences in the Psychological Background