The Second Year with iPads. What Have We Learned?

Using new technology and stimulating students' higher-order thinking : a study on primary school teachers' attitudes

“…From these analyses we learned that, in line with other research, pre-and in-service primary school teachers regard it relevant to use new technology in their teaching to prepare students for their later life (e.g. González-Carriedo & Esprivalo Harrel, 2018;, believed new technology is a beneficial tool for teaching (e.g., Zhang, 2019), and felt somewhat dependent on contextual factors such as training and technical support (Frazier et al, 2019;. Furthermore, we found that teachers perceived the use of new technology in their teaching as somewhat difficult, had somewhat low feelings of self-efficacy, and felt that their social environment is neutral about the use of new technology in teaching.…”

“…In 12 studies the impact of CD on teachers' intended or actual use of technology was described. The prerequisite conditions that were perceived as barriers, according to these studies, were: lack of access to good quality technological materials (Awang et al, 2018;Bingimlas, 2017;González-Carriedo & Esprivalo Harrel, 2018;Jones, 2017;Tonui et al, 2016), time (Bingimlas, 2017;Frazier et al, 2019;González-Carriedo & Esprivalo Harrel, 2018;Jones, 2017;So et al, 2014, Vatanartiran & Karadeniz, 2015, unavailability of ready-made assignments that describe how teachers should use technology in their teaching (Norris et al, 2015;Vatanartiran & Karadeniz, 2015), insufficient training on how to implement technology (Frazier et al, 2019;Tonui et al, 2016;Uluyol & Şahin, 2016), and lack of technical support .…”

“…In 15 studies, teachers noted that they regarded their colleagues or school administrators as important people whose opinion they valued (Bingimlas, 2017;Cheng & Weng, 2017;Frazier & Trekles, 2018, Frazier et al, 2019Jeong & Kim, 2017;Jung et al, 2019;Peng & Wong, 2018;Roussinos & Jimoyiannis, 2019;Shin, 2015;Sipilä, 2014;Stieler-Hunt & Jones, 2017;Uluyol & Şahin, 2016;Uslu & Usluel, 2019;Wu et al, 2019;Zehra & Bilwani, 2016). In other studies, the important other was not made explicit, but referred to as: "important people" (Prieto et al, 2016) or a list of potentially important "others" was given (Kreijns et al, 2014(Kreijns et al, ).…”