Factors influencing technology integration in teaching: a Taiwanese perspective

ChanLin, Lih Juan; Hong, Jon‐Chao; Horng, Jeou Shyan; Chang, Shih Hui; Chu, Hui‐Chun

doi:10.1080/14703290500467467

Cited by 54 publications

(33 citation statements)

References 8 publications

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“…The administrators in HPS gave more focus on the dimension of teaching and learning as compared to other dimensions. These research findings were similar to research findings by Sabariah and Rohani (2006), Gurr (2000) and Chan et al (2006). Sabariah and Rohani (2006) in their study on the principals as change agent in technology integration found that a change from the aspect of technology influenced the level of principal leadership practice as change agent in order to succeed in computer innovation in teaching and learning.…”

Section: Discussionsupporting

confidence: 79%

“…Gurr (2000) in his study on 21 principals in Australia on ICT effects found that principals are advanced ICT users. While Chan et al (2006) stated that administrators were open-minded and supported the technology integration that promoted the teachers to work towards the ICT integration in their process of teaching and learning. Administrators were not necessary have to be the technology expert but it was sufficient that they showed some interests on what the teachers did to implement the technology.…”

Section: Discussionmentioning

confidence: 99%

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Technology Leadership and Its Relationship with School-Malaysia Standard of Education Quality (School-MSEQ)

Hamzah¹,

Juraime²,

Hamid³

et al. 2014

IES

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This study examined the level of technology leadership practice among administrators in High Performing Schools (HPS) and its relationship with School-Malaysia Standard of Education Quality (School-MSEQ). A set of questionnaires was administered to 96 administrators in 12 HPS of secondary schools category. The data were analysed and interpreted using SPSS version 16.0. The statistics used were descriptive statistics and inferential statistics. Analysis of t-test, one way ANOVA and Pearson Correlation were used to test the hypotheses. This study found that the level of technology leadership practice was moderate with mean value at 3.934 and the practice of School-MSEQ among administrators was high with mean value at 4.729. There was no significant difference from the aspects of administration experiences and status pose of HPS administrators in term of the practice of technology leadership. This study revealed a relationship between technology leadership and School-MSEQ (r = 0.649, p<0.05) towards the practice of technology leadership among HPS administrators. The findings suggest that school administrators should play key roles in promoting technology in schools. It is hoped that the findings will improve the practice of school administrators and more studies should be conducted in the near future towards the improvement of technology leadership in schools.

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Section: Discussionsupporting

confidence: 79%

Section: Discussionmentioning

confidence: 99%

Technology Leadership and Its Relationship with School-Malaysia Standard of Education Quality (School-MSEQ)

Hamzah¹,

Juraime²,

Hamid³

et al. 2014

IES

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“…Schools need to be more creative and innovative in order to compete, to grow, and to lead. Helping students perform in the realm of creative behavior requires changes in both educational policy and teaching practices (ChanLin et al 2006). School leaders are providing inspiration and motivation for teachers and teachers are introducing more innovative activities into their classrooms .…”

Section: Introductionmentioning

confidence: 99%

“…School leaders are encouraged to use a range of activities and diverse management strategies to facilitate innovation in teachers (ChanLin et al 2006). Some studies found that support for innovation may have an influence on organizational innovation (Gumusluoglu and Ilsev 2009a;Hsiao et al 2010;Scott and Bruce 1994).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Support for Innovation on Organizational Innovation: Taking Organizational Learning as a Mediator

Hsiao

Chang

Chen

2013

Asia-Pacific Edu Res

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The purpose of this study was to examine the role of organizational learning as a mediator variable between support for innovation and organizational innovation. Samples for this study were randomly selected from 22 technological colleges in Taiwan. The final sample included 322 participants in the full sample which accounted for 58.42 % of the sample. A structural equation modeling (SEM) approach was used to evaluate the complex structure of the proposed research constructs. The study concluded that organizational learning was an important determinant of organizational innovation in technological colleges. Support for innovation had a positive relationship on organizational learning and organizational innovation.

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“…McCarney (2004) reported that the inadequate number of computers, dearth of class time for students to use computers and insufficient free time for learning were the most significant barriers. Insufficient training and paucity of professional development programmes for integrating technology into the existing curriculum were also identified as major hindrances toward ICT integration in schools (Georgina & Hosford, 2009;ChanLin, Hong, Horng, Chang & Chu, 2006). Lack of class time was another factor that prevented teachers from using ICT in classrooms (Salehi & Salehi, 2012).…”

Section: Review Of Literaturementioning

confidence: 99%

Barriers to the Use of Information and Communication Technology (ICT) in Secondary Schools: Teacher’s Perspective

Prasad¹,

Lalitha²,

Srikar³

2015

jmr

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This study investigates the teachers' perceptions of barriers to using Information and Communication Technology (ICT) in secondary schools in India. Even though the progress of ICT for teaching is growing, very few studies address ICT particularly regarding secondary schools in India. This study has reviewed the existing literature pertaining to ICT in secondary schools and has analyzed barrier factors in relation to secondary schools in India. ISSN 1941-899X 2015 www.macrothink.org/jmr 191 A 10-item questionnaire was administered to 749 secondary school teachers in India. Results from the study shows that lack of funding, lack of ICT integration and lack of connectivity were found to be most critical barriers to the use of ICT in secondary schools. Three barrier-factors were extracted: lack of support, lack of ICT infrastructure and lack of motivation and self belief from factor analysis. Journal of Management Research

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Factors influencing technology integration in teaching: a Taiwanese perspective

Cited by 54 publications

References 8 publications

Technology Leadership and Its Relationship with School-Malaysia Standard of Education Quality (School-MSEQ)

Technology Leadership and Its Relationship with School-Malaysia Standard of Education Quality (School-MSEQ)

The Influence of Support for Innovation on Organizational Innovation: Taking Organizational Learning as a Mediator

Barriers to the Use of Information and Communication Technology (ICT) in Secondary Schools: Teacher’s Perspective

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