Factors influencing teachers’ utilisation of ICT: the role of in-service training courses and access
Keywords:
ICT integration practices, ICT resource access, ICT knowledge, In-service training, Secondary education
Abstract
The main purpose of this study is to investigate the influencing factors of ICT integration at secondary schools of Isfahan province. In order to obtain a realistic view of the factors especially among those teachers who attended ICT training courses, a total sample of 180 secondary school teachers were recruited randomly and a survey was completed. A researcher-approved questionnaire was developed to measure participants’ access rate to ICT resources, ICT skills and their ICT integration practices. The content validity method was used for estimating the validity of the questionnaire and Cronbach’s alpha coefficient was calculated to verify its reliability. The results were analysed using descriptive and inferential statistics methods. Based on the results, teachers have adequate access to hardware at home and school. However, the access rate to software is not of a desirable level. In spite of attending ICT training courses, secondary teachers were not proficient in using ICT tools and their technology usage in education, research and communication domains is less than the desired level. Results indicate that though there is a tendency to get computers and use the Internet, still using them in different areas remains an unsolved problem. The findings address implications for teacher educators and professional development programme providers.
Downloads
Download data is not yet available.
References
Abbitt, J. T. (2011) ‘An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers’, Journal of Digital Learning in Teacher Education, vol. 27, no. 4, pp. 134–143. doi: 10.1080/21532974.2011.10784670.
Abedi, A. (2005) Examining the practical approaches of Teachers’ integrating of information and communication technologies in teaching –learning in 2003-2004, The Research Council of Education Ministry, Isfahan.
Albugami, S. & Ahmed, V. (2015) ‘Success factors for ICT implementation in Saudi secondary schools: from the perspective of ICT directors, head teachers, teachers and students’, International Journal of Education and Development using Information and Communication Technology (IJEDICT) [online], vol. 11, no. 1, pp. 36–54. Available at: http://usir.salford.ac.uk/id/eprint/37645
An, Y. (2018) ‘The effects of an online professional development course on teachers’ perceptions, attitudes, self-efficacy, and behavioral intentions regarding digital game-based learning’, Educational Technology Research and Development, vol. 66, no. 6, pp. 1505–1527. doi: 10.1007/s11423-018-9620-z
Annetta, L.A. et al., (2009) ‘Investigating the impact of video games on high school students’ engagement and learning about genetics’, Computers and Education, vol. 53, no. 1, pp. 74–85. doi: 10.1016/j.compedu.2008.12.020
Atashak, M. & Mahzadeh, P. (2011) ‘Identify and rank effective barriers of non-use information communication technology from view of teachers’, Journal of Technology of Education (JTE) [online], vol. 5, no. 2, pp. 115–122. Available at: http://jte.sru.ac.ir/article_310_en.html
Boggs, G. R. (2019) ‘What is the learning paradigm?’, in 13 ideas that are transforming the community college world, ed. T. U. O’Banion, Rowman & Littlefield, London, pp. 33–51.
Butler, C. et al., (2019) ‘Using a handwriting app leads to improvement in manual dexterity in kindergarten children’, Research in Learning Technology, vol. 27, no. 1, pp. 1–10. https://doi.org/10.25304/rlt.v27.2135
Cagiltay, N. E., Ozcelik, E. & Ozcelik, N. S. (2015) ‘The effect of competition on learning in games’, Computers and Education, vol. 87, no. 1, pp. 35–41. doi: 10.1016/j.ijindorg.2015.03.007
Cheung, A. C. K. & Slavin, R. E. (2011) ‘The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: a meta-analysis’, Educational Research Review, vol. 9(1), pp. 88–113. doi: 10.1016/j.edurev.2013.01.001
Darling-Hammond, L., Hyler, M. E. & Gardner, M. (2017) Effective teacher professional development, Learning Policy Institute, Palo Alto, CA. Available at: https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf
Ertmer, P. A. (1999) ‘Addressing first-and second-order barriers to change: strategies for technology integration’, Educational Technology Research and Development, vol. 47, no. 4, pp. 47–61. doi: 10.1007/BF02299597
Ertmer, P. A. & Ottenbreit-leftwich, A. T. (2010) ‘Teacher technology change: how knowledge, confidence, beliefs, and culture intersect’, Journal of Research on Technology in Education, vol. 42, no. 3, pp. 255–284. doi: 10.1080/15391523.2010.10782551
Ghaseminejad, A. (2005) Examining practical approaches in order to activate computer workshops in high schools of Isfahan city in 2003-2004, M.A. Dissertation, University of Isfahan.
Hajforoush, A. & Crangi, A. M. (2003) ‘Examining the results of the application of information and communication technologies in high schools of Tehran’, Scientific and Research Innovations Quarterly, vol. 9, no. 3, pp. 11–31.
Hew, K. F. & Brush, T. (2007) ‘Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research’, Educational Technology Research and Development, vol. 55, no. 3, pp. 223–252. doi: 10.1007/s11423-006-9022-5
Higgins, K., Angelo, J. H. & Crawford, L. (2019) ‘Effects of technology in mathematics on achievement, motivation, and attitude: a meta-analysis’, Journal of Educational Computing Research, vol. 57, no. 2, pp. 283–319. doi: 10.1177/0735633117748416
Hosseini, Z. (2015) ‘The usage of constructivism to enhance technology integration knowledge’, The Journal of Technology for Education [online], vol. 10, no. 2, pp. 155–164. Available from: http://jte.sru.ac.ir/article_439_en.html
Hu, X. et al., (2018) ‘The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: a multilevel analysis’, Computers and Education [online], vol. 125(September 2017), pp. 1–13. doi: 10.1016/j.compedu.2018.05.021
Hwang, G. J. & Chen, C. H. (2016) ‘Influences of an inquiry-based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving’, British Journal of Educational Technology [online], vol. 48, no. 4, pp. 950–971. doi: 10.1111/bjet.12464
Islami, M. (2004) ‘The educational capabilities of global net, access rate, its application and the viewpoint of students and teachers in high school period,’ in Curriculum in information and communication technology age, eds S. Khanlou, & N. Asghari, Aieezh, Tehran, pp. 1–13.
Khokhar, A. J., Gulab, F. & Javaid, S. (2017) ‘Information communication technology integration: trained secondary school teachers’ dilemma’, Journal of Research in Social Sciences [online], vol. 5, no. 1, pp. 94–102. Available at: http://localhost:8080/xmlui/handle/123456789/429
Kiptalam, G. K. & Rodrigues, A. J. (2010) ‘Accessibility and utilization of ICTs among secondary school teachers in Kenya’, in The International Conference on Computing and ICT Research, Kampala, Uganda, pp. 246–263.
Koehler, M. J. & Mishra, P. (2009) ‘What is technological pedagogical content knowledge?’, Contemporary Issues in Technology and Teacher Education [online], vol. 9, no. 1, pp. 60–70. Available at: https://www.learntechlib.org/primary/p/29544
Lane, J. M. (2012) ‘Developing the vision: preparing teachers to deliver a digital world-class education system’, Australian Journal of Teacher Education, vol. 37, no. 4, pp. 59–74. doi: 10.14221/ajte.2012v37n4.7
Lashkari, H. (2003) Examining the application rate and the obstacles of the application of educational technology and evaluating the existing school facilities in Felavarjan from the view point of principals and teachers, M.A. Dissertation, Azad University.
Lawrence, J. E. & Tar, U. A. (2018) ‘Factors that influence teachers’ adoption and integration of ICT in teaching/learning process’, Educational Media International vol. 55, no. 1, pp. 79–105. doi: 10.1080/09523987.2018.1439712
Lee, C. J. & Kim, C. (2017) ‘A technological pedagogical content knowledge based instructional design model: a third version implementation study in a technology integration course’, Educational Technology Research and Development, vol. 65, no. 6, pp. 1627–1654. doi: 10.1007/s11423-017-9544-z
Makki, T.W. et al., (2018) ‘When first-order barriers are high: a comparison of second- and third-order barriers to classroom computing integration’, Computers and Education, vol. 120 (June 2017), pp. 90–97. doi: 10.1016/j.compedu.2018.01.005
Meluso, A. et al., (2012) ‘Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning’, Computers and Education, vol. 59, no. 1, pp. 497–504. doi: 10.1016/j.compedu.2011.12.019.
Mirzajani, H. & Mahmud, R. (2016) ‘Teachers’ acceptance of ICT and its integration in the classroom’, Quality Assurance in Education, vol. 24, no. 1, pp. 26–40. doi: 10.1108/QAE-06-2014-0025.
Nikolopoulou, K. & Gialamas, V. (2015) ‘Barriers to the integration of computers in early childhood settings: teachers’ perceptions’, Education and Information Technologies, vol. 20, no. 2, pp. 285–301. doi: 10.1007/s10639-013-9281-9
Nikolopoulou, K. & Gialamas, V. (2016) ‘Barriers to ICT use in high schools: Greek teachers’ perceptions’, Journal of Computers in Education, vol. 3, no. 1, pp. 59–75. doi: 10.1007/s40692-015-0052-z
Papadakis, S. J., Kalogiannakis, M. & Zaranis, N. (2016) ‘Developing fundamental programming concepts and computational thinking with Scratch Jr in preschool education: a case study Developing fundamental programming concepts and computational thinking with Scratch Jr in preschool education: a case study’, International Journal of Mobile Learning and Organisation, vol. 10, no. 3, pp. 187–202. doi: 10.1504/IJMLO.2016.077867
Razak, N.A. et al., (2018) ‘Successful implementation of information and communication technology integration in Malaysian public schools: an activity systems analysis approach’, Studies in Educational Evaluation, vol. 58 (June 2017), pp. 17–29. doi: 10.1016/j.stueduc.2018.05.003
Razavi, S. H. et al., (2014) ‘Factor analyzing the barriers to use of information technology in physical education at elementary schools’, Applied Research of Sport Management [online], vol. 3, no. 2, pp. 115–127. Available at: http://www.magiran.com/view.asp?Type=pdf&ID=1341573&l=fa
Razavi, S., Mansoory, A. & Shahi, S. (2018) ‘A study of status of communication and information technology application at elementary smart schools at Shush City’, Journal of Education, vol. 24, no. 2, pp. 129–150. doi: 10.22055/edu.2018.20718.2088
Salehi, H. & Salehi, Z. (2012) ‘Challenges for using ICT in education: teachers’ insights’, International Journal of e-Education, e-Business, e-Management and e-Learning [online], vol. 2, no. 1, pp. 40–43. Available at: http://research.iaun.ac.ir/pd/hadisalehi/pdfs/PaperM_4965.pdf
Shahriarpour, N. & Kafi, Z. (2014) ‘On the Effect of Playing Digital Games on Iranian Intermediate EFL Learners ’ Motivation toward Learning English Vocabularies’, Procedia – Social and Behavioral Sciences, vol. 98, no. 1, pp. 1738–1743. doi: 10.1016/j.sbspro.2014.03.601.
Shavakhi, A. R. (2002) Examining the practical approaches in development of the enjoying process of educational technology in Isfahan teacher training center, M.A. Dissertation, University of Isfahan.
Teo, T. (2019) ‘Students and teachers’ intention to use technology: assessing their measurement equivalence and structural invariance’, Journal of Educational Computing Research, vol. 57, no. 1, pp. 201–225. doi: 10.1177/0735633117749430
Tondeur, J. et al., (2015) ‘Integrating ICT in Kenyan secondary schools: an exploratory case study of a professional development program’, Technology, Pedagogy and Education, vol. 24, no. 5, pp. 565–584. doi: 10.1080/1475939X.2015.1091786
Tuzun, H. et al., (2009) ‘The effects of computer games on primary school students’ achievement and motivation in geography learning’, Computers and Education, vol. 52, no. 1, pp. 68–77. doi: 10.1016/j.compedu.2008.06.008
Vitanova, V. et al., (2015) ‘Factors affecting the development of ICT competencies of teachers in primary schools’, Procedia – Social and Behavioral Sciences, vol. 191, no. 1, pp. 1087–1094. doi: 10.1016/j.sbspro.2015.04.344
Vongkulluksn, V. W., Xie, K. & Bowman, M. A. (2018) ‘The role of value on teachers’ internalization of external barriers and externalization of personal beliefs for classroom technology integration’, Computers and Education, vol. 118, no. 2, pp. 70–81. doi: 10.1016/j.compedu.2017.11.009.
Yaghoubi, J. & Shamsayi, E. (2004) ‘Assessing effective factors in using Internet by faculty members of Agricultural College of Zanjan University, Iran’, in Proceedings of the 20th Annual Conference of Association for International Agricultural and Extension Education (AIAEE), AIAEE, Dublin, Ireland, pp. 604–608.
Yurdakul, I. K. (2018) ‘Modeling the relationship between pre-service teachers’ TPACK and digital nativity’, Educational Technology Research and Development, vol. 66, no. 2, pp. 267–281. doi: 10.1007/s11423-017-9546-x
Published
2020-06-26
How to Cite
Esfijani A., & Zamani B. E. (2020). Factors influencing teachers’ utilisation of ICT: the role of in-service training courses and access. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2313
Issue
Section
Original Research Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to Research in Learning Technology retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
_0%20(002).jpg)
.png){kind=spacer}
