What Factors Lead Teachers to Integrate Information and Communication Technology in Classroom Teaching?
Ab Rahim Bakar, Universiti Putra Malaysia, Malaysia ; Ah Boey Wong, Su Luan Wong, Ramlah Hamzah, UPM, Malaysia
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The main objective of the study was to determine the predictors of ICT integration in classroom teaching. We employed a survey research method to collect data from 400 teachers who were randomly selected. We asked the respondents to rate their ICT skills, ICT knowledge, and attitudes towards ICT. The finding showed that their attitudes toward ICT integration were moderately positive (M=3.76, S.D. = 0.66). Their ICT skills level was about average (M=3.31, S. D. = .66) and their knowledge about ICT related to their works was low (M=2.83, S. D. = .28). The ICT integration was at a low level (M=2.86, S. D. = 0.16). Based on Multiple Regression Analysis, we found that four main factors (skills, attitudes, knowledge, and experience) accounted for 36.2% of the total variance in ICT integration and the best predictor was ICT skills followed by attitudes.
Bakar, A.R., Wong, A.B., Wong, S.L. & Hamzah, R. (2013). What Factors Lead Teachers to Integrate Information and Communication Technology in Classroom Teaching?. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 3020-3026). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).
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Alexios Legontis & Vassilios Dagdilelis, University of Macedonia, Greece
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 1616–1625
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