Computers & Education Volume 57, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd
When attempting to integrate any Information and Communications Technology (ICT) based resource into Post-Primary Schools (High Schools) many potential barriers must be considered. Importantly, many of these barriers revolve around the individual teacher and hence they are an important starting point in understanding the change process in schools. This work describes attempts to integrate an ICT-based resource (a Virtual Chemistry Laboratory) into some science teachers’ practice within the Irish education system. From these experiences a working framework has been developed to describe teachers’ level of ICT integration into their practice and the factors underpinning this. The framework raises important questions of how teachers may be effectively supported to move between descriptions within the framework. It also highlights the need for change attempts to incorporate mixed strategies for mixed teacher stances on ICT integration.
Donnelly, D., McGarr, O. & O'Reilly, J. (2011). A framework for teachers’ integration of ICT into their classroom practice. Computers & Education, 57(2), 1469-1483. Elsevier Ltd. Retrieved March 24, 2019 from https://www.learntechlib.org/p/50758/.
What are the influences on teacher mobile technology self-efficacy within secondary school classrooms?
Jo Tilton & Maggie Hartnett
Journal of Open, Flexible, and Distance Learning Vol. 20, No. 2 (Nov 17, 2016) pp. 79–93
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