Teachers’ use of technology and its influencing factors in Korean elementary schools

Shin, Won Sug

doi:10.1080/1475939x.2014.915229

Cited by 38 publications

(31 citation statements)

References 30 publications

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“…With respect to the general question of the study, with respect to the general question of the study, a lack of training amongst Spanish primary education teachers in the use and application of ICT with students with disabilities was confirmed. These findings are similar to those obtained in previous research studies, in both the Spanish and international context (Brodin & Lindstrand, ; Hatlevik, ; Shin, ). This clearly denotes the need to promote education policies on the initial and ongoing training of teachers on the use of ICT with individuals with disabilities.…”

Section: Discussionsupporting

confidence: 92%

Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities

Batanero¹,

Cabero‐Almenara²,

López³

2018

Brit J Educational Tech

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The integration of Information and Communication Technologies (ICT) into the inclusive classroom requires competent teaching staff from both the technological and pedagogical points of view. Within this context, and with the aim of looking at one of these theoretical premises, this study aimed to identify the degree of training and technological knowledge of primary school teachers in Spain with respect to the use of ICT with individuals with disabilities (functional diversity). A descriptive ex post‐facto research method was used, where the sample comprised 777 teachers. An ad‐hoc questionnaire was used as the data‐collection instrument. The results revealed the low skill levels of the teachers with respect to the use of ICT with students with disabilities, where the level of training of the teaching staff was determined by personal (gender, age), professional (teaching experience) or educational (qualifications) variables. The findings of this study point to the need for teacher training that instructs teachers on the use of ICT in order to favour the learning and educational innovation of students with disabilities.

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Section: Discussionsupporting

confidence: 92%

Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities

Batanero¹,

Cabero‐Almenara²,

López³

2018

Brit J Educational Tech

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“…In the research mentioned, the correlation coefficient between competency level and the attitude towards computer-assisted education was .507. Shin (2015) also found a medium correlation between teachers' use of ICT in practice and attitude toward computers in education with together technology competence. As a result, it could be said that the more teachers' technology competency increases, the more their attitude towards computer-assisted education will increase, and this will lead to using more technology in lessons.…”

Section: Comments On Third Sub-problemmentioning

confidence: 93%

Basic Technology Competencies, Attitude towards Computer Assisted Education and Usage of Technologies in Turkish Lesson: A Correlation

Özdemir¹

2017

IES

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The present research was done to determine the basic technology competency of Turkish teachers, their attitude towards computer-assisted education, and their technology operation level in Turkish lessons, and to designate the relationship between them. 85 Turkish teachers studying in public schools in Bartin participated in the research. The research was designed with relational screening model. The results obtained in the research are as follows: The information technology competency of Turkish teachers was determined as high-level in technologies usually used vocationally, and as mid-level in others The Turkish teachers had high-level of attitude towards computer-assisted teaching. However, they tended to use technology in their lessons at mid-level. The dependent variables did not indicate remarkable differences based on gender, teaching experience, and education level. Results showed that there was a high-level relationship between the attitude towards computer-assisted education and using information technology in Turkish lessons. Also, there existed a mid-level relationship between the basic technology competency and attitude towards computer-assisted education.

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“…Previous studies found that teachers' knowledge and skills in technology influence their use of technology in teaching and learning process (Aydin, 2013;Japhet & Usman, 2018;). For example, studies found that teachers frequently use ICT for informative, organizational, recreational, lesson planning purposes (Brun & Hinostroza, 2014;Ola, Anders, & Göran 2017;Shin, 2015;Wikan & Molster, 2011) and infrequently use ICT for simulation programs and software (Aslan & Zhu, 2017;Aydin, 2013). Therefore, ICT integration into teaching is limited to few specific resources and frequently applied to perform traditional teaching activities (Brun & Hinostroza, 2014).…”

Section: Ict Integrationmentioning

confidence: 99%

“…Leadership engages the acquisition and coordination of these factors within the settings and limitations of the institution in defining and realizing the preferred results. Numerous studies (Boulton, 2017;Japhet & Usman, 2018;Shin, 2015) have found that leadership support is a stronger determinant of teachers' integration of ICT into teaching. Schiller (2003) believes that "without the leadership support, the educational potential of information and communication technology may not be realized" (p. 171).…”

Section: Leadership Supportmentioning

confidence: 99%

Factors that Influence Teachers’ Pedagogical Use of ICT in Secondary Schools: A Case of Ghana

Buabeng-Andoh¹

2019

CONT ED TECHNOLOGY

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Technology is perceived as a vital driving force for contemporary education. The Government of Ghana acknowledges the relevance of Information and Communication Technology (ICT) in education, and it is financing ICT in secondary schools. However, most instructors are unwilling to integrate ICT into their teaching. Therefore, the purpose of this study was to investigate the factors that influence secondary school teachers' ICT usage in schools. The participants were 376 teachers randomly selected from 24 public and private schools. The data collected from the participants were analyzed by using descriptive statistics and analysis of variance. The results showed that teachers' use of ICT was still confined to basic and traditional activities such as search for information, class presentation etc. Internal and external factors were found to influence teachers' ICT usage. Also, female teachers reported that they use ICT more than male teachers. In general, this study has contributed to the literature regarding teachers' pedagogical use of ICT in secondary schools and also their gender differences in the use of ICT.

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Teachers’ use of technology and its influencing factors in Korean elementary schools

Cited by 38 publications

References 30 publications

Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities

Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities

Basic Technology Competencies, Attitude towards Computer Assisted Education and Usage of Technologies in Turkish Lesson: A Correlation

Factors that Influence Teachers’ Pedagogical Use of ICT in Secondary Schools: A Case of Ghana

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