You are here:

Factors influencing ICT integration according to the teacher’s level of pedagogical integration
PROCEEDINGS

, , University of Quebec in Montreal, Canada

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

The research aims to identify which factors influence the pedagogical technology integration in elementary schools and to understand whether some of these factors differ as teachers become more experienced at integrating ICT in their classrooms. Thirty-one elementary teachers, working for seven school boards, participated in this study. Data was collected through a questionnaire, interviews, classroom observations and a week-long technology utilization grid. Data was analyzed using a content analysis procedure. The results show that certain factors seem to influence positively or negatively all teachers independently of their degree of integration, while some factors influence more the less advanced technological integrators and others have a stronger impact on the more advanced integrators. The results also show that teachers teaching at higher elementary grade levels tend to attain higher level of pedagogical technology integration compared to teachers of lower grade levels.

Citation

Raby, C. & Meunier, H. (2011). Factors influencing ICT integration according to the teacher’s level of pedagogical integration. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 2667-2673). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 3, 2021 from .

Keywords

References

View References & Citations Map
  1. Becker, H.J. (1994). How exemplary computer-using teachers differ from other teachers: Implications for realizing the potential of computers in schools. Journal of Research on Computing in Education, 26(3), 291-321.
  2. Becker, H.J. (1999). Internet use by teachers. Irvine, CA : University of California. URL :-2671-http://www.crito.uci.edu/TLC/findings/Internet-Use/startpage.htm
  3. Bitner, N. And Bitner, J. (2002). Integrating technology into the classroom: Eight keys to success. Journal of Technology and Teacher Education, 10(1), 95-100.
  4. Chomienne, M. And Valquez-Abad, J. (1990). L’ émergence du concept d’ enracinement des applications pédagogiques de l’ ordinateur. Revue des sciences de l ’ éducation, 16 (1), 91-104.
  5. Dakich, E., Vale, C., Thalathoti, V. And Cherednichenko, B. (2008). Factors Influencing Teachers’ ICT Literacy: A Snapshot from Australia. In J. Luca and E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 3672-3680). Chesapeake, VA:
  6. Drent, M. And Mellissen, M. (2007). Which Factors Obstruct or Stimulate Teacher Educators to Use ICT Innovatively? Computers& Education, 51(1), 187-199.
  7. Ely, D. (1999). Conditions that facilitate the implementation of educational technology innovations. Educational Technology, 39 (6), 23-27.
  8. Ertmer, P.E. (1999). Examining teachers' beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32 (1), 54-72.
  9. Ertmer, P.A., Addison, P., Lane, M., Ross, E. And Woods, D. (1999). Examining teachers’ beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32 (1), 5472.
  10. Fabry, D.L. And Higgs, J.R. (1997). Barriers to the effective use of technology in education: Current status. Educational Computing Research, 17 (4), 385-395.
  11. Granger, C.A., Morbey, M.L., Lotherington, H., Owston, R.D. And Wideman, H.H. (2002). Factors contributing to teachers’ successful implementation of IT. Journal of Computer Assisted Learning, 18, 480-488.
  12. Jamieson-Proctor, R., Burnett, P.C., Finger, G. And Watson, G. (2006). ICT integration and teachers' confidence in using ICT for teaching and learning in Queensland state schools. Australasian Journal of Educational Technology, 22(4). 511-530.
  13. Leggett, W.P. And Persichitte, K.A. (1998). Blood, sweat, and TEARS : 50 years of technology implementation obstacles. TechTrends, 43(3), 33-36.
  14. Levin, T. And Wadmany, R. (2008). Teachers’ Views on Factors Affecting Effective Integration of Information Technology in the Classroom: Developmental Scenery. Journal of Technology and Teacher Education (2008) 16(2), 233-263.
  15. Lim, C.P. And Khine, M.S. (2006). Managing Teachers’ Barriers to ICT Integration in Singapore Schools. Journal of Technology and Teacher Education, 14(1), 97-125.
  16. Marcinkiewicz, H.R. (1994). Computers and teachers: Factors influencing computer use in the classrooms. Journal of Research on Computing in Education, 26(2), 220-237.
  17. Moersch, C. (1995). Levels of technology implementation (LoTi) : A framework for measuring classroom technology use. Learning and Leading With Technology, 23 (3), 40-42.
  18. Moersch, C. (2001). Next steps: Using LoTi as a research tool. Learning& Leading With Technology, 29 (3), 22-27.
  19. Morais, M.A. (2001). Les 5 niveaux d ’ appropriation des technologies de l ’ information et de la communication chez les enseignantes et les enseignants. Shédiac, N.-B. : District scolaire no 1. URL: http://www.district1.nbed.nb.ca/mentorat/ressources/ppppp.doc.
  20. Parks, A. And Pisapia, J. (1994). Developing exemplary technology-using teachers. Richmond (Virginia) : Metropolitan Educational Research Consortium. Research Brief #8.
  21. Pelgrum, W.J. (2001). Obstacles to the integration of ICT in education; Results from a worldwide educational assessment. Computers and Education, 37, 163-178.
  22. Raby, C. (2004). Analyse du cheminement qui a mené des enseignants du primaire à développer une utilisation exemplaire des TIC en classe. Thèse de doctorat présentée à l ’ Université du Québec à Montréal. URL: http://archive-edutice.ccsd.cnrs.fr/edutice-00000750.
  23. Riel, M. And Becker, H. (2000). The beliefs, practices, and computer use of teachers leaders. Irvine: University of California. Paper presented at the American Educational Research Association (New Orleans, 26 avril 2000). URL : http://www.crito.uci.edu/tlc/html/conference-presentations.html
  24. Roblyer, M.D., Edwards, J. And Havriluk, M.A. (1997). Integrating educational technology into teaching. Upper Saddle River: Prentice-Hall.
  25. Sandholtz, J.H., Ringstaff, C. And Dwyer, D.C. (1997). La classe branchée. Enseigner à l ’ ère des technologies. Montréal : Chenelière / McGraw-Hill.
  26. Sheingold, K. And Hadley, M. (1990). Accomplished teachers: Integrating computers into classroom practice. New York: Center for Technology in Education. Document disponible sur ERIC: ED 322 900.
  27. Sherry, L., Billig, S., Tavalin, F. And Gibson, D. (2000). New insights on technology adoption in schools. T.H.E. Journal, 27 (7), 43-46.
  28. Smerdon, B., Cronen, S., Lanahan, L., Anderson, J., Iannotti, N. And Angeles, J. (2000). Teachers’ tool for the 21st Century: A report on teachers’ use of technology. Document électronique disponible sur Internet: http://www.nces.ed.gov
  29. Vander Maren, J-M. (2003). La recherche appliquée en pédagogie. É ditions De Boeck Université : Bruxelles.
  30. Zhao, Y. And Frank, K.A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Education Research Journal, 40(4), 807-840.
  31. Zhao, Y. And Cziko, G.A. (2001). Teacher Adoption of Technology: A perceptual control theory perspective. Journal for Technology and Teacher Education, 9(1), 5-30.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Also Read