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

Abstract

This article reports on the literature associated with practising teachers' uptake of information and communications technology (ICT). Studies reveal a number of factors which influence teachers' decisions to use ICT in the classroom: access to resources, quality of software and hardware, ease of use, incentives to change, support and collegiality in their school, school and national polices, commitment to professional learning and background in formal computer training. The review highlights the role of pedagogy and suggests that teachers' beliefs about teaching and learning with ICT are central to integration. It is suggested that successful implementation of ICT needs to address three interlocking frameworks for change: the teacher, the school and policy makers.

Avantages et défis d’une communauté d’apprentissage pour dynamiser l’enseignement des sciences et de la technologie à l’élémentaire

“…Pour ce qui est des défis, la CA n'aura pas permis à certaines enseignantes de se sentir mieux outillées dans le domaine de l'intégration technologique (Bruce, Campbell, Wang, Hsu, Duffy et Wolf, 2010), et en particulier concernant l'utilisation du TBI. Ce défi fait écho aux recherches, dont celles de Lussier et al (2007), Mumtaz (2000), Zhao et Cziko (2001), qui précisent que les enseignants n'ont pas confiance en leurs compétences en matière d'intégration des technologies. De plus, ces recherches tendent à démontrer que les enseignants manquent d'occasions de développement professionnel dans ce domaine (Ping Lim et Sing Chai, 2008); le contexte de l'enseignement des S-T y serait pourtant facilitant.…”

Reaping ITEM Benefits

“…It is generally acknowledged in the literature that getting ICT professional development 'right' is very difficult to achieve (Mumtaz 2000, Selwood et al 2000, Visscher & Brandhorst 2001, McDougall & Squires 1997. At the same time, despite the difficulties, there is also recognition that there are critical links between staff ICT ability and staff ICT use, and staff ICT ability and student ICT ability (Kennewell et al 2000, Russell et al 2000).…”

“…Case studies reflecting successful computer integration have all shown such schools to be provided with excellent facilities, technical backup and financial resources (Mumtaz 2000). Other writers express reservations that access to ICT, on its own, will provide positive educational outcomes (Cuban 2000).…”

“…These factors, and others, can be discerned in the literature. Mumtaz (2000), in her review of this area, highlights both positive and negative factors affecting ICT use. Positive factors include ".…”

“….collegiality among computer-using teachers at their school, school support for consequential computer activities, resources for school development, smaller class sizes and more formal computer training." (Mumtaz 2000). Technical support and senior management commitment are other recurring themes (NGfL 2002d).…”