Factors affecting teachers' use of information and communications technology: a review of the literature

Mumtaz, Shazia

doi:10.1080/14759390000200098

Cited by 163 publications

(207 citation statements)

References 19 publications

Supporting

Mentioning

172

Contrasting

Unclassified

Order By: Relevance

“…Results from this study support the idea that providing up-to-date IT and supportive networks may not be enough for teachers to become enthusiastic and use computers in the classroom (Mumtaz 2000). Mumtaz (2000) stated that teachers need to be given evidence that IT can make their lessons more motivating, more interesting, more fun for them and their students, (Mumtaz, 2000). One way of providing evidence to teachers is for them to hear and observe how their colleagues are using IT.…”

Section: Teacher Collegialitymentioning

confidence: 69%

“…Further, there are some other factors that actually discourage teachers from using IT, such as teaching inexperience with IT and lack of the following: on-site support for teachers using IT, help supervising students when they are using computers, IT specialist teachers to teach students computer skills, computer availability, time required to successfully integrate IT into curriculum, and financial support (Mumtaz, 2000). If the teachers are not feeling comfortable enough to use the computers in front of the students, then they will not use them.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A Pilot Test of Participatory Ergonomics and Technology Teams among High School Teachers

Korkmaz

Sommerich

Lavender

2008

Proceedings of the Human Factors and Ergonomics Society Annual

View full text Add to dashboard Cite

The promise and potential of Information Technology (IT) to improve education in educational environments is offset by potential for problems that can stem from an unhealthy information ecology. The long-term goal of this line of research was to improve teachers' effectiveness with IT and incorporating IT into their curriculum. This goal was addressed in this research through a participatory approach that employed an action research model. The specific aim was establishing small groups of teachers to meet weekly to engage in collaborative exploration of the use of IT in their classrooms and assessing progress of their learning. Teachers' team evaluation surveys indicated that a majority of Participatory Ergonomics and Technology Team members were satisfied with their participation and the quality of the teams. Team member teachers' perception about their own computer proficiency and their belief about the usefulness of IT statistically increased from pre-to post-intervention. It is possible to conclude that this approach is a viable method that may have positive effects on supporting teacher collegiality and improving teachers' use of IT.

show abstract

Section: Teacher Collegialitymentioning

confidence: 69%

Section: Introductionmentioning

confidence: 99%

A Pilot Test of Participatory Ergonomics and Technology Teams among High School Teachers

Korkmaz

Sommerich

Lavender

2008

Proceedings of the Human Factors and Ergonomics Society Annual

View full text Add to dashboard Cite

show abstract

“…This has also been highlighted by Warshaw & Davis (1985), that it is imperative to distinguish between behavioural intention and behavioural expectation to use an ICT tool. Hence, it is important for practitioners to realise that they should not only be comfortable or proficient at using the LMS but also to learn how to integrate the technology into their curricula (Mundy, Kupczynski & Kee, 2012;Mumtaz, 2000).…”

Section: Discussion Of Findingsmentioning

confidence: 99%

“…van Schaik & Ling (2005) discussed at length on the importance of aesthetics in influencing the attitude and behavioural intention to use a website. By understanding the teachers' perception of the importance of the LMS in teaching students, it may also contribute to explaining the utilisation of the LMS (Mumtaz, 2000).…”

Section: Recommendations For Future Studiesmentioning

confidence: 99%

Teachers' attitudes towards a learning management system, MC Online: An exploratory study in a Singapore secondary school

Rahim¹

2013

2013 IEEE 63rd Annual Conference International Council for Education Media (ICEM)

View full text Add to dashboard Cite

The aim of this study is to examine the attitudes towards the use of an online learning management system (LMS) by Marshall Cavendish, MC Online among secondary school teachers for teaching purposes. A sample of 78 teachers in a Singapore secondary school was assessed for the MC Online attitude using a Likert type questionnaire with four factors: affect (liking), perceived usefulness, perceived ease of use, and behavioural intention. The findings showed that gender and subject domain did not have strong relationship with teachers' MC Online attitudes. However, there were significant correlation between MC Online confidence level and the teachers' MC Online attitude. Implications for the improvement of the learning management system and further research are provided.

show abstract

“…Ertmer's seminal work on first and second-order barriers to change (Ertmer, 1999) is a well-accepted approach that describes teachers' perspectives on barriers based on the notion that 'the decision regarding whether and how to use technology for instruction rests on the shoulders of classroom teachers' (Ertmer, 2005, p. 27). Literature on first-order and second-order barriers reveals that the most recurrent first-order type of barriers as the lack of technological resources, the lack or low quality of professional development, the lack of time or excessive workload, the lack of technical support, and the lack of technology integration in the curriculum (Buabeng-Andoh Charles, 2012;Curir, de Romeri, & Murante, 2010;Mumtaz, 2000). On the other hand, the most recurrent second-order barriers listed are the lack of competencies, skills, or expertise; negative attitudes and beliefs towards technology; teachers' lack of confidence; and resistance to change (Bingimlas, 2009).…”

Section: Barriers To Ict Adoptionmentioning

confidence: 99%

From professors’ barriers to organisational conditions in ICT integration in higher education

Guzmán

Nyvang

2018

LOM

View full text Add to dashboard Cite

The responsibility of innovation with ICT in education has mainly been placed on professors as pivotal to adoption. However, professors are part of complex organisations with inherent obstacles related to their cultural and historical conditions. Despite some studies have stablished the complexity of internal and external barriers separately, others highlight on the importance of considering teachers' beliefs and contextual factors together. In this regard, the article aims to explore the underlying organisational factors affecting professors' adoption and institutional integration of technology, considering the professor as part of the organization. It contributes to the field of limitations and obstacles of ICT adoption, transcending the teachers' barriers approach toward organizational multi-dimensional limitations. The article describes the process of adoption of ICT as non-linear process of discovering barriers and proposing strategies to overcome them. Rather, as a process of development in which solving conflicts can generate other that must be contextually and collectively addressed. The findings contribute to the development of policies and strategies of professional development. The theoretical approach draws upon the cultural-historical activity theory as a tool to transcend the predominant study of barriers from teachers' perceptions and to obtain a comprehensive view of the obstacles restricting the adoption and integration of technology for teaching and learning purposes in higher education. Abstract in DanishDet videnskabelige personale har hidtal haft det centrale ansvaret for iktinnovation i universitetsuddannelser. Det videnskabelige personale indgår i komplekse organisationer med indbyggede forhindringer i form af kulturelle og historiske betingelser. Selvom nogle studier har adskilt interne og eksterne barrierer er der andre, som fremhaever at kontekstuelle betingelser og undervisernes personlige overbevisninger skal betragtes i en sammenhaeng. Denne artikel undersøger underliggende organisatoriske faktorers påvirkning af undervisernes adoption, ibrugtagning og institutionelle integration af ikt. Artiklen bidrager til afdaekning af begraensninger og forhindringer for adoption af ikt og bevaeger sig fra forståelsen af begraensninger og forhindringer som knyttet til individdet til at opfatte dem som organisatoriske multidimensionelle begraensninger. Denne artikel beskriver adoptionsprocessen som en ikkelineaer proces med afdaekning af barrierer og udvikling af strategier til at omgå dem. Processen opfattes her som en udviklingsproces, der løser konflikter eller ophaever modsaetninger mens nye opstår og de må håndteres med blik for konteksten og kollektivt i underviserfaellesskaber. Resultaterne bidrager til udvikling af politikker og strategier, der integrerer kompetenceudvikling og ikt-innovation blandt undervisere. Det teoretiske grundlag for artiklen er den kultur-historiske virksomhedsteori, Laering & Medier (LOM) -nr. 18 -2018 ISSN: 1903 http://www.lom.dk 3 der bruges som redskab...

show abstract

Factors affecting teachers' use of information and communications technology: a review of the literature

Cited by 163 publications

References 19 publications

A Pilot Test of Participatory Ergonomics and Technology Teams among High School Teachers

A Pilot Test of Participatory Ergonomics and Technology Teams among High School Teachers

Teachers' attitudes towards a learning management system, MC Online: An exploratory study in a Singapore secondary school

From professors’ barriers to organisational conditions in ICT integration in higher education

Contact Info

Product

Resources

About