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Despite a steady supply of equipment and continuous training, teachers' use of computers for instruction seems to be limited. Whether the problem is due to teachers' ability or usage of computers for instruction is not well understood. In order to better understand the role of ability and usage in technology integration, teachers' proficiency of technology integration was evaluated by separate ability and usage scales. Based on performance indicators from the International Society fordoi:10.2190/ec.43.3.c fatcat:at3qywc3nvavvhrn5b2v5ejbuy