The Effects of ICT Environment on Teachers’ Attitudes and Technology Integration in Japan and the U.S.
Kodai Kusano, Sarah Frederiksen, LeAnne Jones, Michiko Kobayashi, Southern Utah University, United States ; Yui Mukoyama, Taku Yamagishi, Kengo Sadaki, Hiroki Ishizuka, Hokkaido University of Education, Japan
JITE-IIP Volume 12, Number 1, ISSN 2165-3151 e-ISSN 2165-3151 Publisher: Informing Science Institute
The present study analyzes the effects of Information and Communication Technology (ICT) environment on teachers’ attitude toward technology integration in Japanese and U.S. elementary schools. Teacher’s attitude plays an important role in influencing the effectiveness of ICT education from a variety of perspectives. A number of studies have been done regarding teachers’ attitude toward ICT, but there is very little research concerning international comparisons. The interest f observation in the present paper is the cross-cultural comparison between Japanese elementary school and U.S. elementary school teachers. The purpose of the paper is to identify the factors that affect teachers’ perception of ICT and how they differ between the two countries. Past research supports the usefulness of technology for students to engage in collaborative learning. Also, when teachers view technology as a possible asset, the effectiveness of ICT is at maximal. Research in the field of ICT has provided evidences of a positive impact on students’ learning, but elementary school teachers may have mixed opinions about the use of technology. From the latest statistical analysis and literature reviews, it appears that Japan may be more hesitant to ICT education on societal and individual levels.
Kusano, K., Frederiksen, S., Jones, L., Kobayashi, M., Mukoyama, Y., Yamagishi, T., Sadaki, K. & Ishizuka, H. (2013). The Effects of ICT Environment on Teachers’ Attitudes and Technology Integration in Japan and the U.S. Journal of Information Technology Education: Innovations in Practice, 12(1), 29-43. Informing Science Institute.
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