Factors Affecting Teachers’ use of Information and Communication Technology
Factors Affecting Teachers’ use of Information and Communication Technology
Reference1: Afshari, M. & et al. (2009). Factors affecting teachers’ use of information and communication technology. International Journal of Instruction Vol. 2 Is.1 p.77-104.
Annotation1: The researchers determined factors that influence teachers use of technology. The researchers noted that manipulative and non manipulative factors. Afshari et al (2009) noted that the implementation of technology in school is influenced by interrelated factors. Teachers do not have time to use technology with students and prepare, and this has prevent the use of technology. Also, lack of support and professional development has prevented teachers from integrating technology into the curriculum. In addition, training and teachers’ perception and attitude towards technology have affected technology integration. Poor training has resulted to a negative attitude towards technology and affected technology integration (Afshari & et al, 2009).
Reference 2: Albirini, A. (2006). Teachers’ Attitudes Towards Information and Communication Technologies. Journal of Computer & Education, Vol. 47, p. 373-398.
Annotation2: The research investigated attitudes of foreign language teachers in Syria towards information communication technology. Also, the study determined the relation between computer attitude, computer attributes, computer competence, computer access, personal traits and cultural perception. The results showed that educators have a positive attitude towards information communication technology in education. The cultural condition surrounding the introduction of technology affected teachers’ attitude towards ICT. Computer competence and attributes also affected their attitude and use of technology in school. Therefore, teachers should be well trained on technology use to enable them integrate technology into the curriculum. Schools should have a positive culture when introducing technology to improve teachers attitude towards ICT (Albirini, 2006).
Reference3: Bangkok, U. (2004). Integrating ICTs into Education. Retrieved November 10, 2012, from ICT in Education: http://www.unescobkk.org/index.php?id=1793
Annotation 3: Bangkok (2004) examined the integration of ICT into the curriculum in Asia and pacific. According to Bangkok (2004), understanding the experience of other countries that have integrated technology in education can help in technology integration. The researcher documented the experience of various countries in South Eastern Asia like Indonesia and Singapore. Asia and Pacific can learn from the successes of countries that have integrated technology and avoid making the same mistake. Use of technology in education in Asia and Pacific is recent, and it has not had a major effect on the education systems. South Eastern Asian countries have benefited from technology integration as integration technology into the curriculum has promoted student entered learning.
Reference 4: Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching. IJEDICT, vol8, issue no1, p136-155
Annotation 4: Governments have invested in ICT to enhance learning and teaching in schools. However, governments have not invested heavily in information technology infrastructure, equipment and professional development. This has negatively affected technology integration. Buabeng-Andoh (2012) reviewed factors that facilitate utilization of technology in learning and teaching. He also examined teacher, school and system factors that hinder technology use in schools. Some of the factors that hindered the use of technology include lack if technology skills, teacher confidence and pedagogical training. In addition, lack of appropriate education software, limited access to technology and inflexible structures of the current education system prevent the use of technology.
Reference 5: Chen, C. (2008). Why do teachers not practice what they believe regarding technology integration? Vol. 102 Is. 1 p. 65-75.
Annotation 5: Chen (2008) conducted a study to determine why teachers do not practice what they believe about integration of technology. Chen (2008) used qualitative research method to study the relationship between educators’ pedagogical beliefs and integration of technology. A total of 12 Taiwanese high school educators were used as participated. The research results showed inconsistency between the belief expressed by educators and their practice. The investigator attributed the differences to external factors, limited theoretical understanding and conflicting beliefs. Chen (2008) claims that the beliefs of the teacher play an important function in transformation technology integration into constructivist practice.
Reference 6: Demetriadis, S., & et al. (2003). Culture in negotiation. Computers & Education, Vol. 41, p. 19–37.
Demetriadis & et al (2003) examined the importance of support and training in technology integration. An educator’ training project was introduced in Greek secondary education to support ICT integration in schools. Demetriadis & et al (2003) determined the effect the project had on ICT integration in Greek Secondary schools. The results showed that teachers needed regular support and training in order to integrate technology into the instructional practice. The researchers noted that teachers were interested in using technology to achieve a better career profile and take advantage of the learning benefits provided by ICT in the school environment. The Greek teachers were willing to use technology, and they need support and training to integrate technology into the instructions.
Reference 7: Drent, M. (2005). In transition. Enschede: University of Twente.
Annotation 7: Drent (2005) examined factors that prevent teachers from using technology. The Dutch government has encouraged the integration of ICT in education. The government has encouraged the use of information communication technology for learning. However, teachers have not been able to use technology. The researcher studied case studies and an ICT monitor study to determine factors that hindered technology integration. Factors such as computer experience, positive technology attitude and learner oriented pedagogical approach influenced technology use. Adequate computer experience and a positive technology attitude facilitated the use of technology in learning and teaching. A learner cantered pedagogical approach also enabled teachers to use technology when teaching (Drent, 2005).
Reference 8: Ertmer, P. A. (2005). Addressing 1st and 2nd order barrier to Change. Educational Technology Research and Development, Vol. 47 Issue no4, p. 47-61.
Annotation 8: Though educators recognize the importance of integrating technology into the curriculum, efforts to integrate technology are affected by internal and external factors. Lack of technical skills and pedagogical factors affect the use of technology in schools. First order barriers include lack of technical skills, time, support and pedagogical factors. Second order barriers are teacher’s belief and attitude. This has hindered the development of strategies to eliminate barriers educators face when integrating technology into the curriculum. Ertmer (2005) studied the relationship between first and second barriers and strategies to eliminate barriers to facilitate technology integration. Second order barriers influence first order barriers and technology integration. Developing a vision and providing technology resources helps in technology integration.
Reference 9: Frank, K. A. & Zhao, Y., (2003). Factors affecting technology uses in schools. American Educational Research Journal, 40, 807-840.
Annotation 9: Frank & Zhao (2003) studied factors that affect technology use in schools. They used 19 schools in 4 districts. The study findings depicted that ecological perspective was effective in understanding the use of technology in schools. The investigators used a metaphor of ecosystem to study factors impacting technology implementation in schools. The researchers examined the interaction within the teaching ecosystem. They identified 4 metaphorical connections between use of technology and the natural world ecology. That is school as an ecosystem, use of computer as species, educators as individuals and members of the species and innovation as invasion. The educator, computer, school and innovation interact with each other and influence each other. Therefore, understanding the interaction between the components helps understand factors affecting technology implementation in schools.
Reference 10: Gulbahar, Y. (2005). Technology Planning: A Roadmap to Successful Technology Integration in Schools. Journal of Computers & Education, vol 49, issue no 4, p943-956
Schools have invested in technology by procuring hi tech technologies. However, there is little success achieved despite the investment. Technology integration is a sophisticated and demanding, and this has put burdens on learning institutions. Technology planning can help in technology implementation, in schools., Gulbahar (2005) conducted a research to determine how technology planning facilitated integration of technology. The researcher exhibited how K-12 schools in Turkey did technology planning. The researcher used 105 educators, 25 administration staff and 376 students. The educators and administrative staff provided their views regarding problems related to technology use and computer literacy. The results showed that teachers and administrative staff felt confident in using technology, but lacked guidelines to guide them. Gathering information regarding technology use can help in technology planning.
Reference 11: Kenton, J. & Bauer, J., (2005). Technology integration in the schools: Why it isn’t happening. Journal of Technology & Teacher Education, Vol. 13, p.519-526
Annotation 11: Kenton and Bauer (2005) investigated why teachers do not use technology and integrate technology into the curriculum. Computer technology is an effective method to increase education opportunities, but most educators do not use technology. The researchers conducted a qualitative study in which they studied classroom practice of 30 educators. They studied how the teachers used technology, barriers they had to overcome to use technology successfully and their concern about technology. The researchers noted that the teachers had technological skills and were adept in overcoming barriers, but did not integrate technology regularly. Inadequate plannning and time to use practice using computers affected technology use.
Reference 12: Luke, C.L., & Britten, J.S. (2007). The Expanding Role of Technology in Foreign Language. CALICO journal, vol24, issue no 2,p253-267
Annotation 12: Foreign language teachers should be able to effectively and meaningfully integrate technology into the curriculum. They should also be able to combine technology, instructions and activities. Technology improves learning of foreign languages by prompting student centered learning and enhancing comprehension of the content. According to Luke and Britten (2007), teachers should be adept at utilizing different technologies in order to effectively combine technology with instructions and activities. In addition, teachers should understand the functions and uses of technology in education. They should also understand the strengths and weaknesses of technology in an education setting.
Reference 13: Sellbom, M. & Butler, D. (2002). Barriers to Adopting Technology for Teaching and Learning. Edu-case Quarterly, Vol. 25 Is. 2, p.22-28
Annotation13: Sellbom and Butler (2002) examined factors that prevented technology use at Ball State University, Muncie, Indiana. The staff claimed that lack of technology, obsolete software and hard ware affected use of technology. Also, knowing how to use technology affected the adoption of technology. The faculty members took a lot of time to learn about technology use and this affected its use in learning and teaching. The faculty members did not know where to get the training they required to use technology. The participated pointed lack of support as a major obstacle in use of technology. The faculty members did not get support when using technology. Most of the participants were not satisfied with how the institution handled problems.
Reference14: Wadmany, R. & Levin, T., (2006). Teacher’s beliefs and practices in technology-based classrooms: A developmental view. Journal of Research on Technology in Education, 39, 157-181.
Annotation14: The researchers examined the evolution of educators’ beliefs concerning teaching, learning, technology and their instructional practices. The researchers used 6 4thand 6th grade classes. The findings showed that educator’s beliefs had changed considerably due to experience in technology based classes. Teachers had multiple views instead of pure beliefs. The teachers beliefs concerning the role o technology in learning and teaching changed as they continued to use technology. Some teachers started to see technology as a tool for supporting teaching instead of supporting traditional teaching. Others viewed technology as a partner in learning and development of teachers and students. The different beliefs regarding technology role affect technology integration.
Reference 15: Wood & et al. (2005). Teachers’ Perceptions: barriers and supports to using technology in the Classroom. Education, Communication & Information, Vol. 5, Is. 2, p. 183-206
Annotation 15: Wood et al (2005) identified barriers to integration of technology. They also analysed how support affects technology integration. A total of 44 elementary and secondary school educators were used. Though the teachers used technology at home and school, they were not comfortable with it. Teachers who were familiar with computers were more comfortable with technology and integrated technology in the classroom. Support also affected technology integration as teachers who got sufficient support used technology. Other factors such as hardware and software problems affected use of technology in class. Access to technology also affected utilization of technology as teachers who were able to access technology used it while teaching.
Reference 16: Wood, E & et al. (2002). Developing a computer workshop.
Journal of Educational Psychology, Vol.94, pp. 164–170.
Annotation 16: Many educators do not use technology when teaching due to lack of technology skills and knowledge. The educators have not been trained adequately on technology use and integration. This has affected integration of technology into the classroom. Establishing a computer workshop can improve technology integration by facilitating the acquisition of skills and reducing anxiety. However, many institutions have not developed computer workshops, and this has slowed the integration of technology. Wood et al (2002) did a research to determine the impact of a computer workshop on educators’ computer anxiety, knowledge and comfort with technology. The investigator noted that computer workshop led to effective and efficient use of computers in the classroom. Computer workshops reduced anxiety and enabled the educators acquire skills and knowledge.
Reference 17: Zeichner, K. M. & Tabachnick, B. R., (2003). Teachers’ beliefs and classroom behaviours: Some teacher responses to inconsistency.
Annotation 17: Zeichner and Tabachnick (2003) studied the relationship between educators; beliefs and their behaviour in the classroom. The beliefs of the educators influence their behaviour in the class. The beliefs of the teachers influence their ability to use technology in the classroom. Teachers who consider technology important in improve teaching and learning use technology often. In addition, teachers who recognize the importance of technology in enhancing student learning and achievement use technology regularly. On the other hand, educators who do not see the importance of technology in improving learning and student performance do not use technology. Therefore, understanding the relationship between educator belief and their behaviour helps in technology integration.
Reference 18: Zhao, Y & Bryant, F.L. (2002). Can Teacher Technology Integration Training Alone Lead to High Levels of Technology Integration?. Journal for the integration of technology in learning
Annotation 18: Zhao and Bryant (2002) investigated the impact of training on technology integration. Researchers have shown that training facilitates use of technology and integration. The researchers used social science educators to determine the relationship between training and technology use. The researchers noted that training was essential in the integration of technology into the curriculum, but it was not effective. Support and mentoring are crucial in the integration of technology. Providing regular support and mentoring teachers’ helps them use technology while teaching. Therefore, schools should support and mentor educators to improve technology integration.
Reference 19: Texas education agency. (2006).Technology Immersion: Theoretical Framework. Retrieved from http://www.setda.org/c/document_library/get_file?folderId=255&name=DLFE-67.pdf on 13/12/2012
Annotation 19: Texas education agency (2006) determined technology immersion in Texas schools and developed a theoretical framework to explain technology immersion. Several factors affect technology immersion or integration such as professional development, technology access and support. Training teachers on technology enables them obtain knowledge and expertise needed to integrate technology. This improves their technology competence and facilitates technology use. Also, ensuring teachers access technology improves technology use. Teachers should be able to access hardware and software. Lastly, providing regular support to teachers enhances technology use and integrations as teachers use technology often (Texas education agency, 2006).
Reference 20: Trinidad, S.G. and Tong, K.P., (2005). Conditions and Constraints of Sustainable Innovative Pedagogical Practices Using Technology. Journal of International Electronic for Leadership in Learning, Vol. 9 Is. 3, 1-27.
Annotation 20: The research determined factors required to produce a pedagogically sound environment to facilitate curriculum change and use of ICT in Hong Kong. The researchers also determined factors that affected innovations. Hong Kong encourages the use of ICT in education, but most educators do not use technology while teaching according to Trinidad and Tong (2005). Several factors have affected ICT use in schools. The factors include educators technology attributes, School ICT capacity and leadership. The school system capacity has affected ICT use. The factors affect the educator’s perception and willingness to use technology in the classroom (Trinidad & Tong, 2005).
Reference
Afshari, M. Et al .(2009). Factors affecting teachers’ use of information and communication technology. International Journal of Instruction Vol. 2 Is.1 p.77-104.
Albirini, A. (2006). Teachers’ Attitudes Towards Information and Communication Technologies. Journal of Computer & Education, Vol. 47, p. 373-398.
Bangkok, U. (2004). Integrating ICTs into Education. Retrieved November 10, 2012, from ICT in Education: http://www.unescobkk.org/index.php?id=1793
Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching. IJEDICT, vol8, issue no1, p136-155
Chen, C. (2008). Why teachers do not practice what they believe concerning technology integration? Vol. 102 Is. 1 p. 65-75.
Demetriadis, S., et al (2003). Culture in negotiation. Computers & Education, Vol. 41, p. 19–37.
Drent, M. (2005). In transition. Enschede: University of Twente.
Ertmer, P. A. (2005). Addressing 1st and 2nd order barrier to Change. Educational Technology Research and Development, Vol. 47 Issue no4, p. 47-61.
Frank, K. A. & Zhao, Y., (2003). Factors affecting technology uses in schools. American Educational Research Journal, 40, 807-840.
Gulbahar, Y. (2005). Technology Planning: A Roadmap to Successful Technology Integration in Schools. Journal of Computers & Education
Kenton, J. & Bauer, J., (2005). Technology integration in the schools: Why it isn’t happening. Journal of Technology & Teacher Education, Vol. 13, p.519-526.
Luke, C.L., & Britten, J.S. (2007). The Expanding Role of Technology in Foreign Language. CALICO journal, vol24, issue no 2,p253-267
Sellbom, M. & Butler, D. (2002). Barriers to Adopting Technology for Teaching and Learning. Edu-case Quarterly, Vol. 25 Is. 2, p.22-28
Texas education agency. (2006).Technology Immersion: Theoretical Framework. Retrieved from http://www.setda.org/c/document_library/get_file?folderId=255&name=DLFE-67.pdf on 13/12/2012
Trinidad, S.G. and Tong, K.P., (2005). Conditions and Constraints of Sustainable Innovative Pedagogical Practices Using Technology. Journal of International Electronic for Leadership in Learning, Vol. 9 Is. 3, 1-27.
Wadmany, R. & Levin, T., (2006). Teacher’s beliefs and practices in technology-based classrooms: A developmental view. Journal of Research on Technology in Education, 39, 157-181.
Wood & et al. (2005). Teachers’ Perceptions: barriers and supports to using technology in the Classroom. Education, Communication & Information, Vol. 5, Is. 2, p. 183-206
Wood, E & et al. (2002). Developing a computer workshop. Journal of Educational Psychology, Vol. 94, pp. 164–170.
Zeichner, K. M. & Tabachnick, B. R., (2003). Teachers’ beliefs and classroom behaviours: Some teacher responses to inconsistency.
Zhao, Y & Bryant, F.L. (2002). Can Teacher Technology Integration Training Alone Lead to High Levels of Technology Integration?. Journal for the integration of technology in learning
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