What Factors Lead Teachers to Integrate Information and Communication Technology in Classroom Teaching?
PROCEEDINGS
Ab Rahim Bakar, Universiti Putra Malaysia, Malaysia ; Ah Boey Wong, Su Luan Wong, Ramlah Hamzah, UPM, Malaysia
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The main objective of the study was to determine the predictors of ICT integration in classroom teaching. We employed a survey research method to collect data from 400 teachers who were randomly selected. We asked the respondents to rate their ICT skills, ICT knowledge, and attitudes towards ICT. The finding showed that their attitudes toward ICT integration were moderately positive (M=3.76, S.D. = 0.66). Their ICT skills level was about average (M=3.31, S. D. = .66) and their knowledge about ICT related to their works was low (M=2.83, S. D. = .28). The ICT integration was at a low level (M=2.86, S. D. = 0.16). Based on Multiple Regression Analysis, we found that four main factors (skills, attitudes, knowledge, and experience) accounted for 36.2% of the total variance in ICT integration and the best predictor was ICT skills followed by attitudes.
Citation
Bakar, A.R., Wong, A.B., Wong, S.L. & Hamzah, R. (2013). What Factors Lead Teachers to Integrate Information and Communication Technology in Classroom Teaching?. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 3020-3026). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 5, 2024 from https://www.learntechlib.org/primary/p/48556/.
Keywords
References
View References & Citations Map- Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: the case of Syrian EFL teachers. Computers& Education, 47(4), 373-398.
- Bullock, D. (2004). Moving from theory to practice: an examination of the factors that pre-service teachers encounter as they attempt to gain experience teaching with technology during field placement experiences. Journal of Technology and Teacher Education, 12(2), 211 – 237.
- Ertmer, P. (1999). Addressing first-and second-order barriers to change. Strategies for technology implementation. Educational Technology Research and Development, 47(4), 47-61.
- Isleem, M. (2003). Relationships of selected factors and level of computer use for instructional purposes by technology education teachers in Ohio public schools: A state-wide survey. Doctoral Dissertation, The Ohio
- Pelgrum, W.J. (2001). Obstacles to the integration of ict in education: Results from a worldwide educational assessment. Computers& Education, 37, 163-178.
- Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482 – 515.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
B-Level ICT Training Programs: Have They Changed the Way Greek Teachers Face ICTs?
Alexios Legontis & Vassilios Dagdilelis, University of Macedonia, Greece
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 1616–1625
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.
