A study on barriers of using information technology on learning and teaching in elementary schools

Haghighia, S.; Eskandari, M.

doi:10.5267/j.msl.2011.07.001

Cited by 3 publications

(4 citation statements)

References 13 publications

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“…Buabeng-Andoh (2012) argues that institution-level and system-level barriers discourage teachers to use technology in teaching processes. Haghighia and Eskandari (2012) also highlight the role of infrastructural barriers, human resource barriers, and lack of educational equipment in technology adoption by teachers. Wee and Zaitun (2006) conclude that extra time and efforts are required for integrating technology in teaching and management doesn't provide any incentive to teachers for their hardship; hence teachers are not interested in using ICT.…”

Section: Inhibiting Factorsmentioning

confidence: 96%

Inhibiting and Motivating Factors Influencing Teachers’ Adoption of AI-Based Teaching and Learning Solutions: Prioritization Using Analytic Hierarchy Process

Gupta

Bhaskar²

2020

JITE:Research

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Aim/Purpose: The purpose of the present study is to prioritize the inhibiting and motivating factors underlying the adoption of AI based teaching and learning solutions by teachers in the higher education sector of India. Background: AI based teaching and learning solutions are amongst the most important educational innovations. The intervention of AI in instructional methods can result in personalized teaching and learning experiences. AI enabled teaching and learning systems can give teachers a better understanding regarding their students’ learning abilities, learning styles and progress. Methodology: The Analytic Hierarchy Process (AHP) is employed to find the relative importance of inhibiting and motivating factors. The primary data for making the pair-wise comparisons between the factors were obtained from a convenient sample of 32 teachers, teaching in various higher educational institutions (HEIs) in the National Capital Region (NCR) of Delhi, India. Contribution: Though, the acceptance of AI based solutions has been studied in other contexts such as retail, banking, ecommerce, and so on; nonetheless, the acceptance of AI in the education sector has not grabbed much attention of researchers. Hence the study has made worthwhile contributions to the literature as it has specifically focused on the adoption of AI based teaching methods by teachers in higher education Findings: The findings suggest that institutional barriers are the major inhibitors and recognition is the main motivator that affect teachers’ behaviour towards adopting AI based teaching solutions. Overall, the findings of the study highlight the importance of institutional support in terms of resources, time, and recognition that may be provided to the teachers so that they can willingly integrate AI based methodologies into their teaching. Recommendations for Practitioners: The study provides several implications for HEIs and developers of AI based educational solutions. The HEIs should provide adequate support to their teachers in terms of financial support, infrastructure and technical support. The developers should focus on developing such solutions that are compatible with the teachers’ existing work style. Recommendation for Researchers: Future studies can employ statistical techniques such as multiple regression analysis or structural equation modelling to examine the impact of these factors on the actual use behaviour of teachers regarding AI based teaching methods. More diversified samples that are statistically significant in size, can be considered to examine the teachers’ behaviour regarding AI based instructional methods. Impact on Society: AI technology can play a pivotal role in reshaping and remodeling higher education. AI is the technology of todays’ times that has the capability of transforming the instructional methods. The educators need to understand that nowadays, teaching and learning are heading towards creative styles that embrace the use of innovative technologies such as AI. Future Research: The adoption of AI in the field of education is at a very nascent stage in India, constant changes are likely to happen in the factors influencing the adoption of AI enabled teaching solutions. Future studies may come up with a more holistic model of factors to address this research problem.

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Section: Inhibiting Factorsmentioning

confidence: 96%

Inhibiting and Motivating Factors Influencing Teachers’ Adoption of AI-Based Teaching and Learning Solutions: Prioritization Using Analytic Hierarchy Process

Gupta

Bhaskar²

2020

JITE:Research

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“…The exported research results are possible to contribute to a clearer understanding of the said parameters, highlighted by foregoing empirical studies (Badia et al, 2013;Eickelmann, 20111;Ertmer et al, 2012;Hutchison & Reinking, 2011;Inan & Lowther, 2010;Kopcha, 2012;Palaigeorgiou & Grammatikopoulou, 2016;Player-Koro, 2012;Tountab Haghighi & Eskandari, 2012;Tziafetas et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…In the total of the reviewed research, on the one hand, as deterrents to the use of ICT in school, certain interatomic teacher characteristics, such as gender and low self-efficacy, but also the limitative schoolteacher beliefs and negative stances and perceptions towards the potential utilization of new technological means in education, were indicated (Inan & Lowther, 2010;Player-Koro, 2012;Tountab Haghighi & Eskandari, 2012). Additionally, the inadequacy of the necessary faculty member expertise and training, the educators' low teaching preparedness, increased working experience, and teaching and personal time management difficulties, along with the teacher overvaluation of student skills, were identified (Ertmer et al, 2012;Palaigeorgiou & Grammatikopoulou, 2016;Tziafetas et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Under a similar rationale, in the studies of Inan and Lowther (2010), and Tountab Haghighi and Eskandari (2012), regardless of teacher gender and working experience, the adverse effect of the teachers' restrictive views, low readiness and lack of know-how on the pedagogical use of ICT was observed on the educational integration of new technological means. Moreover, the insufficiency of the school interactive media equipment and interdisciplinary staffing, conjointly with the afforded technical and advisory support, were negatively associated.…”

Section: Preventive Factors For the Educational Use Of Ict: Review Ofmentioning

confidence: 99%

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Factors That Prevent Primary School Teachers From Utilizing Computers and Other New Technological Means in Their Workplace: The Case of Primary School Teachers in the Prefecture of Magnesia, Greece

Moutsinas¹,

Lamprianidou²,

Mamalaki³

et al. 2016

IJAEDU- International E-Journal of Advances in Education

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In order to understand and to promote the educational integration and utilization of Information and Communication Technologies (ICT), teachers need to be investigated in-depth, as substantial determinants of the educational process, and research interest ought to be concentrated on the factors that are inhibitory to their decisions concerning the pedagogical employment of ICT. Therefore, the present paper examines three interrelated factors that prevent primary school teachers from making use of computers and of other new technological means in their workplace. Through qualitative methodology and individual structured interviews, seven (7) teachers from public primary schools of equal number, in the prefecture of Magnesia, Greece, report a) the main problems encountered in the educational use of computers, b) their beliefs about the pedagogical value of the utilization of computers in the teaching process, and c) the "official policy" of their school of service regarding the usage of computers in instructional practice. According to the findings of this study, among others, a) the quantitatively and qualitatively inadequate or insufficient school infrastructure and technical support are ascertained, whilst highlighting b) the positive learning outcomes of the said use of computers, along with schoolteacher beliefs in favor of their confined employment. Finally, c) a range of existing school policy is observed, including the formal or informal encouragement of the voluntary use of computers, or the absence of corresponding guidelines. Overall, despite their limitations, the abovementioned results can be applied to pre-service and in-service teacher training, and in the formulation of the associated educational policy, taking into account the available national financial resources.

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A study on barriers of using information technology on learning and teaching in elementary schools

Haghighia¹,

Eskandari²

2012

MSL

Self Cite

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In this paper, we present an empirical study to determine the effects of different barriers on using information technology for learning and teaching in elementary school students. We plan to find the most important factors preventing elementary school children on implementing different information technology facilities for their educational programs. The study selects a population of 720 women teachers who work for elementary schools and chooses a sample of 220 people for this study. A questionnaire consists of various important factors are distributed among these people and the results are analyzed using some statistical tests. The study indicates that education program itself is to blame as the most important barrier for using information technology.

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A study on barriers of using information technology on learning and teaching in elementary schools

Cited by 3 publications

References 13 publications

Inhibiting and Motivating Factors Influencing Teachers’ Adoption of AI-Based Teaching and Learning Solutions: Prioritization Using Analytic Hierarchy Process

Inhibiting and Motivating Factors Influencing Teachers’ Adoption of AI-Based Teaching and Learning Solutions: Prioritization Using Analytic Hierarchy Process

Factors That Prevent Primary School Teachers From Utilizing Computers and Other New Technological Means in Their Workplace: The Case of Primary School Teachers in the Prefecture of Magnesia, Greece

A study on barriers of using information technology on learning and teaching in elementary schools

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