Factors influencing ICT integration according to the teacher’s level of pedagogical integration
Carole Raby, Helene Meunier, University of Quebec in Montreal, Canada
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The research aims to identify which factors influence the pedagogical technology integration in elementary schools and to understand whether some of these factors differ as teachers become more experienced at integrating ICT in their classrooms. Thirty-one elementary teachers, working for seven school boards, participated in this study. Data was collected through a questionnaire, interviews, classroom observations and a week-long technology utilization grid. Data was analyzed using a content analysis procedure. The results show that certain factors seem to influence positively or negatively all teachers independently of their degree of integration, while some factors influence more the less advanced technological integrators and others have a stronger impact on the more advanced integrators. The results also show that teachers teaching at higher elementary grade levels tend to attain higher level of pedagogical technology integration compared to teachers of lower grade levels.
Raby, C. & Meunier, H. (2011). Factors influencing ICT integration according to the teacher’s level of pedagogical integration. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 2667-2673). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).
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Edilson Arenas, CQUniversity - Higher Education Division, Australia; Julianne Lynch, Deakin University, Faculty of Arts and Education, Australia
International Journal on E-Learning Vol. 14, No. 4 (2015) pp. 409–422
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