Systemic model for technology integration in teaching

Abstract

The objective of this study was to investigate the factors influencing Israeli teachers who participated in the national ‘Laptop for Every Teacher’ program (LET) three-year technology integration program. We assert that although there are several variables influencing the success of such an extensive ICT integration program as the LET program, school management attitude is crucial, and a key factor for the program’s success. The results of the analysis indicate that the variance in attitudes toward technology use is explained by support from management, technology use before the training, and seniority in teaching. Two main conclusions are drawn: A top–down initiative forcing the school administration to participate in a long-term process aiming at changing the school’s culture cannot succeed without engaging the principals into the program and advancing them to technological leaders. Additionally, without the schools’ administration support, teachers are more likely to continue teaching in the method with which they are most familiar.

Designing ICT integrated lesson activities: an intervention to bolster tutors’ pedagogical use of ICT competences in Tanzania teacher education

“…Despite the great contribution made by the initiatives in strengthening tutors' technological knowledge, ICT competences seemed to be developed with limited hands-onpractice in synthesizing ICT with subject content and pedagogical content knowledge (Lubuva et al, 2022). The results suggested that what was developed was proficiency in technologies with potential value to teaching rather than hands-on-practice in their integration in teaching as recommended across studies (Koehler et al, 2013;Peled & Perzon, 2022;Su arez-Rodr ıguez et al, 2018). Figure 1 illustrates the competence development trend reflecting this limitation.…”

“…Although systemic measures like policy and curriculum alignment would alleviate the severity of the barriers as proposed in the Tanzanian Curriculum for basic and teacher education 2023, their effect in practice would be minimal unless tutors were competent and committed to teach with ICT. Peled and Perzon (2022) caution that in teaching with ICT, knowledge without practice is a potential barrier to effective practice.…”

K‐12 teachers' programming attitudes among different disciplines: Analysis of influential factors

“…However, a recent study by Günbatar and Bakırcı (2019) found that there was no significant difference in the intention of pre service teachers to use technology for teaching between different grades. It is worth noting that environmental factors such as the school management support, the technical equipment provision, the school location and level (whether it is a key school, public school, or private school) have been proven to affect teachers' attitudes towards integrated programming into classroom (Peled & Perzon, 2022; Xu & Zhu, 2020).…”

Turizm Akademisyenlerinin Teknolojiye Hazır Bulunma Düzeyinin Bazı Demografik Değişkenler Açısından İncelenmesi

“…Innovation and technological adoption have a tendency to decline over time, and experienced professionals may find it challenging to adapt to and utilize new teaching, web-based, and online learning technologies (Kibici and Sarıkaya, 2021: 510). Similarly, Peled andPerzon (2022: 2664) observe that seniority influences the integration of technology in education, with technology integration tending to decrease with age. It could be posited that mental and physical abilities decline with age.…”