Investigating teachers motivation to use ICT tools in higher education

Schulz, Renée; Isabwe, Ghislain Maurice Norbert; Reichert, Frank

doi:10.1109/itecha.2015.7317371

Cited by 27 publications

(19 citation statements)

References 7 publications

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“…Professional barriers obtained significantly higher rankings than other types of barriers. It therefore makes sense to supplement the classification systems proposed by, among others, Buchanan et al (2013), Magen-Nagar and Maskit (2016), and Schulz et al (2015) by incorporating the professional sphere into the types of barriers. This nuance allows us to discern between personal and professional barriers; this has in turn allowed us to confirm that a person's personal traits are not as relevant to improving digital technology integration as are his or her professional attributes.…”

Section: Discussionmentioning

confidence: 99%

University teachers' perception of barriers to the use of digital technologies: the importance of the academic discipline

Juan

Gairín

2020

Int J Educ Technol High Educ

115

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Digital technologies are currently one of the most used resources among students for developing their personalized learning environment. However, recent studies continue to demonstrate a lack of usage on the part of teaching staff for developing their teaching practices, especially at the university level. Through the identification of personal, professional, institutional, and contextual barriers, this study seeks to reveal the reasons why teachers in institutions of higher education do not use digital technologies for teaching purposes and whether the academic discipline influences this perception. The results suggest that professional barriers are the most prevalent and that the discipline of arts and humanities is where the most obstacles are perceived. In conclusion, there is a need for better professional development for teachers and more institutional involvement through strategic plans.

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Section: Discussionmentioning

confidence: 99%

University teachers' perception of barriers to the use of digital technologies: the importance of the academic discipline

Juan

Gairín

2020

Int J Educ Technol High Educ

115

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“…In Norway, Schulz, Isabwe, and Reichert (2015) examined faculty members' perceptions of the motivational factors for using ICT tools in higher education. A questionnaire was used to collect data from 45 participants.…”

Section: International Journal Of Educationmentioning

confidence: 99%

Motivational Factors Affecting the Integration of Information and Communication Technology (ICT) in Education by Faculty Members: A Developing Country Perspective

Gasaymeh¹,

Al-hasanat²,

Kraishan³

et al. 2017

IJE

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The purpose of this study was to examine motivational factors affecting the integration of Information and Communication Technology (ICT) in the educational practices of faculty members at a university in Jordan. A quantitative approach was used in which 35 participants completed a questionnaire. They were faculty members who were teaching in the first semester of the 2016-2017 academic years. The participants reported limited use of ICT for educational purposes. The most significant motivational factors they reported were internal and personal ones related to the direct benefits of ICT in terms of enhancing their teaching practice, enhancing students' learning, and improving their job satisfaction. External factors including physical and moral motivational factors, as well as university support and encouragement, had a moderate influence on the participants' use of ICT for educational purposes. Recommendations are presented based on the findings.

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“…Past studies were conducted to investigate factors influencing teachers' use of technology in their teaching (Sadaf, Newby & Ertmer, 2016;Schulz, Isabwe & Reichert, 2015;McCulloch et al, 2018). However, these studies were carried out abroad, therefore, the factors influencing Malaysian teachers' use of technology in their teaching might differ.…”

mentioning

confidence: 99%

TESL Teachers’ Online Teaching during COVID-19: Preferences of Online Tools and Factors Affecting Behavioural Intention

Ting

Aziz

2021

MJSSH

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The use of online tools has become more prominent as the global lockdown of education institutions in order to slow the spread of the novel coronavirus pandemic (COVID-19). Teachers all over the world resorted to continue the teaching and learning process online using different online tools. In this study, the preferred online tools, and the relationship between the factors of TESL teachers’ use of online tools and their behavioural intention are investigated. A survey was conducted on 56 Malaysian TESL teachers using purposive sampling technique. The data were collected through online survey questionnaires assigned using Google Forms. The findings showed the top 3 major online tools used by TESL teachers were WhatsApp (80.4%), Google Form (71.4%), while Quizizz and YouTube both achieved a 62.5% among the 56 respondents. Regression analysis showed that Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Condition were positive predictors of teachers’ Behavioural Intention to use online tools, with Effort Expectancy being the factor that affects Behavioural Intention the most. Since the findings pointed out that Effort Expectancy was the main factor that influences teachers’ online teaching and learning experience, the ministry of education and online tools developers should ensure the online tools are user friendly to reduce teachers’ burden and hence, encouraging the use of online tools.

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Investigating teachers motivation to use ICT tools in higher education

Cited by 27 publications

References 7 publications

University teachers' perception of barriers to the use of digital technologies: the importance of the academic discipline

University teachers' perception of barriers to the use of digital technologies: the importance of the academic discipline

Motivational Factors Affecting the Integration of Information and Communication Technology (ICT) in Education by Faculty Members: A Developing Country Perspective

TESL Teachers’ Online Teaching during COVID-19: Preferences of Online Tools and Factors Affecting Behavioural Intention

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