Early childhood teachers’ perceived barriers to ICT integration in teaching: a survey study in Mainland China

Liu, Xia; Pange, Jenny

doi:10.1007/s40692-014-0025-7

Cited by 36 publications

(28 citation statements)

References 14 publications

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“…By majority, the above findings are consistent with those of Liu and Pange (2015), and of Nikolopoulou and Gialamas (2015), who observed the negative impact of the meager material and technical infrastructure and technical assistance, plus the non-manageable student responsiveness, in conjunction with the inadequate adoption of the pertinent pedagogical models, on the schoolteacher practices germane to the educational implementation of ICT. Besides, the increase and the equitable distribution of the provided school budget and the melioration of the collegial collaboration, along with the undergraduate and the in-service teacher training, were identified by Goktas, Gedik, and Baydas (2013) as significant prerequisites to the pedagogical inclusion of new technological means.…”

Section: Discussionsupporting

confidence: 85%

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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Section: Discussionsupporting

confidence: 85%

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

View full text Add to dashboard Cite

show abstract

“…Since 1980, the development of information and communication technology (ICT) and the increasing of people's awareness of the value of integrating ICT in education, a number of countries have carried out many initiatives to introduce ICT in their educational systems (Goktas, et al, 2013;Liu & Pang, 2014). Many studies have been conducted on implementation of ICT in in different educational contexts (e.g.…”

Section: Introductionmentioning

confidence: 99%

Barriers to Implementation of Information and Communication (ICT) in Public Sudanese Secondary Schools: Teacher’s Prospective

Elemam

2016

JSR

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This study examines the current situation of ICT implementation at five public secondary schools in Sudan. The study adopted the quantitative method where a sample of five secondary schools was selected. A total of 40 secondary school teachers responded to the designed questionnaire. By using Statistic Package of Social Science (SPSS), the data was analyzed. The findings indicate that the ICT implementation at the five secondary schools was poorly achieved, and school teachers still have not acquired the necessary skills of ICT that enable them to implement ICT in classrooms. Further, the lack financial support, insufficient existence of computer labs, low internet connectivity, inadequate technical support and lack of time were main barriers that prevent the implementation of ICT in schools.

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“…The result of observation also showed that the teachers encountered infrastructural problems in using ICT tools in teaching and learning process. The main barriers in integrating ICT into teaching practices perceived by the teacher were lack of pedagogical models, lack of material and content of teaching, and lack of infrastructure such as computers, laptops, and notebooks (Liu, et al, 2015). In this case, this study and the previous study conducted by Liu, et al shows that the teacher encountered infrastructural problems, but the difference is this study shows the infrastructural problem faced was limited number of LCD projector and lack of maintenance of LCD projector in the classroom.…”

Section: Infrastructural Problemsmentioning

confidence: 99%

An Analysis of The Use of ICT Tools and Its Problems in Teaching and Learning Process at SMA Negeri 2 Semarapura

Swandewi¹

2018

JPAI

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This study aimed at investigating (1) types of ICT tools implemented in teaching and learning process (2) English teacher’ planning of the use of ICT tools in lesson planning (3) procedures implemented in teaching English using the ICT tools (4) the problems faced by English teachers who used ICT tools in teaching and learning process at SMA Negeri 2 Semarapura when using ICT tools in teaching and learning process. This study was descriptive qualitative research involving three English teachers of SMA Negeri 2 Semarapura. The instruments used for data collection were researcher, questionnaire, interview guide, teachers’ lesson plan, observation sheet, and recorder. The methods of data collection were survey, interview, lesson plan analysis, observation, and recording. The result of the study showed that English teachers of SMA Negeri 2 Semarapura had already implemented ICT tools in teaching and learning process. Types of ICT tools used were laptop, LCD projector, speaker, video, Power Point, internet, and e-learning namely Quipper School. Before implementing those types of ICT tools, teachers planned ICT tools in the lesson planning. The use of ICT tools were planned explicitely in teaching media and tools as well as learning resources, while implicitely in steps of teaching and learning activity. In implementing ICT tools, the teachers had their own procedures which depended on types of ICT tools used and topic taught. Teachers encountered four main problems namely infrastructural problems, technical problems, problem of time, and lack of teachers’ competence in using ICT tools.

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Early childhood teachers’ perceived barriers to ICT integration in teaching: a survey study in Mainland China

Cited by 36 publications

References 14 publications

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

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

Barriers to Implementation of Information and Communication (ICT) in Public Sudanese Secondary Schools: Teacher’s Prospective

An Analysis of The Use of ICT Tools and Its Problems in Teaching and Learning Process at SMA Negeri 2 Semarapura

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