Factors affecting teachers’ continuation of technology use in teaching

Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke

doi:10.1007/s10639-015-9398-0

Cited by 91 publications

(74 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition, data from the completed surveys revealed that the factors determining the continuous use of technology in teaching can be categorized as follows: (a) professional development factors which comprise of the instructors' perceived values of the professional development program, and the opportunity for continuous learning; (b) personal factors which comprises of instructor belief, knowledge and skills, time and engagement; (c) institutional factors comprising the accessibility to technology, support from the management, and environment; (d) technological factors which comprises ease of use and effectiveness, where ease of use refers to the convenience, adequacy, reliability and user friendly of the technology, whereas effectiveness refers to the likelihood of the long tangible benefits for the institution, improved learning and communication. These factors were confirmed by Kafyulilo, Fisser, and Voogt's (2016) study.…”

Section: Discussionsupporting

confidence: 58%

“…Overall, the key issues and challenges found to be significant in using ICT tools by teachers were: limited accessibility and network connection, limited technical support, lack of effective training, limited time, and lack of teachers' competency. Kafyulilo, Fisser, and Voogt (2016) investigated the factors affecting teachers' continuation of technology use in teaching. The findings of their study revealed that despite the challenges that all teachers in the sample encountered when using technology in their teaching (such as large classrooms, problems with electricity supply, lack of time, and lack of technology tools), the encouragement of school management was a critical factor in teachers' continuation of technology use.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Incentives and Obstacles Influencing Faculty Members’ Use of Information and Communication Technology (ICT)

Al-Shboul¹

2019

MAS

View full text Add to dashboard Cite

The use of Information and Communication Technology (ICT) in the classroom is very important for providing opportunities for students and learners to learn to operate in an information era. Studying the incentives and obstacles to the use of ICT in education may assist instructors to overcome these barriers and become successful technology adopters in the future. Thus, this paper investigates the factors related to the incentives and obstacles that influence the use of ICT in the educational practices as perceived by faculty members in Jordanian universities. Moreover, this article identifies factors that may affect faculty member’ decisions to use ICT in the classroom. These factors are interrelated; the success of the implementation of ICT in teaching and learning process is not dependent on the availability or absence of one individual factor, but is determined through a dynamic process involving a set of interrelated factors. A web-based questionnaire was employed and distributed to all faculty members of four selected universities in Jordan for the Fall Semester 2017/2018. A total of 262 participants from a wide variety of schools have responded and completed the survey. The results of the analysis revealed that the major factors that prevent or affect faculty member’ use of ICT in higher education institutions in Jordan are lack of faculty member ICT skills; lack of faculty member confidence; lack of pedagogical faculty member training; lack of suitable educational software; limited access to ICT tools; rigid structure of traditional education systems; restrictive curricula, etc. The article concluded that knowing the extent to which these factors and obstacles affect individuals and institution may help in taking a decision on how to tackle them.

show abstract

Section: Discussionsupporting

confidence: 58%

Section: Literature Reviewmentioning

confidence: 99%

Incentives and Obstacles Influencing Faculty Members’ Use of Information and Communication Technology (ICT)

Al-Shboul¹

2019

MAS

View full text Add to dashboard Cite

show abstract

“…Successful dissemination also requires activities at school and municipality/ district levels (Eickelmann 2011;Petko et al 2015), as well as motivation and support from the school management (Kafyulilo et al 2016). The city's school administration was very proactive and persistent.…”

Section: Leadership For Second-order Changementioning

confidence: 99%

“…Islam and Grönlund (2016), for example, identified several implementation issues in education including contextual knowledge, teachers' professional development, sustainability, monitoring, evaluation and leadership. Kafyulilo et al (2016) found that integration of technological tools with the aim of developing traditional teaching practices into a continuation of ICT use and sustainable change is dependent on both support and engagement from the school management.…”

Section: Introductionmentioning

confidence: 99%

Disseminating digital innovation in school – leading second-order educational change

2019

View full text Add to dashboard Cite

Using digital technology effectively in schools requires profound changes in traditional teaching and learning activities. Pedagogical innovations often start small-scale and developing good ideas into shared practice across schools is challenging in many ways, especially if the innovation requires second-order change, i.e. challenges to fundamental beliefs about teaching and learning. This study investigates how a validated pedagogical method requiring integrated Information and Communication Technology (ICT) use and second-order change can be disseminated and sustained over time. We surveyed 92 primary school teachers who at different times over a 5-year period participated in a training course designed to implement an innovative technology-supported teaching method, Write To Learn, across an entire city. We found that organized teacher development programs can drive second-order change, but this requires considerable, active, and sustained effort from leaders at both school and district level. Additional factors include immediate and extended social systems and handling diversity among teachers. The results are useful for both practitioners and researchers since they contribute to a deeper understanding of the opportunities and challenges involved in disseminating effective ICT-based methods that requires profound changes of thinking about teaching and learning to guide the transformation of teaching practice.

show abstract

“…The problem of low use of technology and continuation of technology use in teaching has been pursued from different perspectives (Kafyulilo, Fisser, & Voogt, 2016). Papanastasiou and Angeli (2008) examined the factors that affect teachers' efforts to teach with technology.…”

Section: Introductionmentioning

confidence: 99%

Bi̇r Çevri̇mi̇çi̇ Öğrenme Ortaminin Kullanilmasi: Başlica Strateji̇ler Ve Olanak Sağlayicilar

Durdu

Özden

2019

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

ÖZTeknoloji bütünleşme sürecine odaklanılması teknolojinin öğretim için kullanılmasına yönelik stratejileri ve ilgili faktörleri anlamaya yönelik farklı bir bakış açısı ve katkı sağlayabilir. Bu çalışmanın amacı bir bilgisayar öğretmeninin çevrimiçi öğrenme ortamını nasıl kullandığını anlamaya çalışmak ve olası stratejiler ile kullanma sürecine katkı sağlayan olanakları ortaya çıkartmaktır. Çevrimiçi öğrenme ortamı müfredatın çerçevesini çizdiği aktiviteler göz önünde bulundurularak geliştirilmiştir. Nitel araştırma paradigması benimsenen çalışmada amaçsal örnekleme tekniği kullanılmıştır. Çalışmanın amacı doğrultusunda, teknoloji erişiminde sorun yaşamayacak, bilgi ve iletişim teknolojilerinin kullanımı konusunda bilgi sahibi, öğretim teknolojileri alanı odaklı eğitim aldığı için bilgisayar öğretmeni örneklem hedefi olarak belirlenmiştir. Çalışmanın verileri araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüş formu ile toplanmıştır. Çalışmanın ana bulgusu öğretmenin çevrimiçi öğrenme ortamını öğretim sürecinin ön-çalışmaları ve öğretim sürecini desteklemek için kullandığını göstermektedir. Kullanım sürecinde, aktiviteler, gösterimler, tartışma ortamı, içerik açıklamaları ve değerlendirmeler sıklıkla kullanılmıştır. Çevrimiçi öğrenme ortamının kullanması öğretmene öğrencileri ile bireysel ilgilenebilmesini adına zaman kazandırmış, öğrencilerin derslere karşı ilgisini arttırmış ve öğrencilere farklı bir bilgi kaynağı sunmasına katkı sağlamıştır. Öğretmene göre öğrencileri kendi öğrenme sorumluluklarının, bilginin başka kaynaklardan da edinilebileceklerinin farkına varmışlardır. Ayrıca öğrenciler daha aktif bir şekilde ders süreçlerine katılım sağlamaya başlamışlardır.Anahtar Kelimeler: Çevrimiçi öğrenme ortamı, öğretim süreci, teknoloji entegrasyonu, bilgisayar bilimi eğitimi UTILIZING AN ONLINE LEARNING ENVIRONMENT: MAIN STRATEGIES AND ENABLERS ABSTRACTFocusing on the technology integration process can offer another perspective and a contribution towards understanding the related factors and strategies of utilization of technology for instruction. The purpose of this study was to understand how a computer science teacher utilized an online learning environment and to reveal possible strategies and enablers of utilization process. The online learning environment was developed taking into account the activities outlined in the curriculum. Purposive sampling technique was used as qualitative research paradigm. In line with the purpose of the study, a computer teacher was selected as the sample target because a computer teacher had no problems in access to technology, knowledge about the use of information and communication technologies, and been trained on the field of instructional technologies. The data of the study was collected with a semi-structured interview form developed by the researchers. Results showed that the teacher utilized the online learning environment for preparing and supporting classroom instruction. During the utilization process activities, demonstrations, discussions, content ex...

show abstract

Factors affecting teachers’ continuation of technology use in teaching

Cited by 91 publications

References 15 publications

Incentives and Obstacles Influencing Faculty Members’ Use of Information and Communication Technology (ICT)

Incentives and Obstacles Influencing Faculty Members’ Use of Information and Communication Technology (ICT)

Disseminating digital innovation in school – leading second-order educational change

Bi̇r Çevri̇mi̇çi̇ Öğrenme Ortaminin Kullanilmasi: Başlica Strateji̇ler Ve Olanak Sağlayicilar

Contact Info

Product

Resources

About