Technology readiness of primary school teachers: A case study in Turkey

Summak, M. Semih; Bağlibel, Murat; Samancıoğlu, Mustafa

doi:10.1016/j.sbspro.2010.03.393

Cited by 83 publications

(83 citation statements)

References 12 publications

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“…This result was in agreement with a recent study conducted by Howard et al (2015) that revealed a significant correlation between teachers' readiness to integrate technology and their subject areas. Similarly, our results are inconsistent with the results of the studies conducted by Badri et al (2014) and Summak et al (2010). These two studies reported that teachers' readiness to integrate technology is not associated with the subject they teach.…”

Section: Discussioncontrasting

confidence: 99%

“…The study found no relationship between teachers' technology-readiness levels with either their subject or the grade levels they teach. This result is similar to the result of a previous study conducted by Summak et al (2010), which found no significant differences among teachers in their technology readiness across the subject areas. In contrast, a study by Howard et al (2015) revealed that teachers' readiness to integrate technology into instruction has significant associations with teachers' subject area.…”

Section: Factors Affect Teachers' Readiness To Adopt Technologysupporting

confidence: 90%

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Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

Al-Awidi

Aldhafeeri

2017

JITE:Research

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Aim/Purpose: The goal of this study was to investigate how Kuwaiti teachers perceive their own readiness to implement digital curriculum in public schools, and the factors that affect Kuwaiti teachers’ readiness to implement digital curriculum from their perspectives. Background: In order to shift from the traditional instructional materials to digital and more innovative resources, teachers have to be prepared for the transformational curriculum. Teachers need to acquire all the technical and pedagogical skills that enable them to integrate digital technology effectively and efficiently into the school curriculum. Methodology : Using a mixed-method research methodology, a random sample of 532 teachers participated in an online survey to determine the level of their readiness. In addition, semi-structured interviews were conducted with a sub sample of the participants (21) to explore the factors that affect their readiness. The researchers developed and implemented a technology readiness survey in two domains (technical and pedagogical). Contribution: The study demonstrated that Kuwaiti teachers were not highly ready to im-plement the digital curriculum, and some issues should be considered to ensure the digital curriculum is effectively implemented. Findings Teachers are moderately ready for implementation of the digital curriculum in both components of readiness (technical and pedagogical). Teachers identified some factors that that hinder their readiness. These factors are related to time constraints, knowledge and skills, infrastructure, and technical support. Recommendations for Practitioners: This paper will guide curriculum decision makers to find the best ways to help and support teachers to effectively implement the digital. Future Research: Follow up studies may examine the effectiveness of teacher education pro-grams in preparing students teachers to implement the digital curriculum, and the role of education decision makers in facilitating the implementation of the digital curriculum.

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Section: Discussioncontrasting

confidence: 99%

Section: Factors Affect Teachers' Readiness To Adopt Technologysupporting

confidence: 90%

Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

Al-Awidi

Aldhafeeri

2017

JITE:Research

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“…As Lin et al (2014) also note, this may be because women spare more time to additional work required for the use of technology in learning environments. However, some studies report that gender does not have any effect on technology use in education (Hao & Lee, 2015;Lin et al, 2012;Summak et al, 2010).…”

Section: Conclusion Discussion and Suggestionsmentioning

confidence: 99%

“…Several studies show that gender is a variable that affects technology use in education (Hao & Lee, 2015;Lin, Tsai, Chai, & Lee, 2012;Summak, Baglibel, & Samancioglu, 2010). While some researchers report that in-class technology use is lower among women compared to men (Hermans, Tondeur, van Braak, & Valcke, 2008;; Lin, Huang, & Chen (2014) state that women are more willing to spare time for additional studies necessary for adapting technology to the learning environment.…”

Section: Literature On Technology Integrationmentioning

confidence: 99%

“…Age, which can be considered parallel with professional seniority, is also effective on technology integration (Lin et al, 2014;Lin et al, 2012). On the other hand, Summak et al (2010) do not consider age an effective variable in technology integration. Another effective variable in technology integration is the duration of computer use (Karaca et al, 2013).…”

Section: Literature On Technology Integrationmentioning

confidence: 99%

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