Factors Affecting Teachers' Use of Information and Communication Technology.

TLDR

Computer technology can broaden educational opportunities, yet most teachers fail to use it, and its adoption depends on a dynamic interplay of interrelated school and teacher factors. The study proposes that continuous professional development should model new pedagogies and tools, and that trainers and policymakers must understand the factors influencing the effectiveness and cost‑effectiveness of ICT training to design viable strategies.

Abstract

Research studies in the past decade have shown that computer technology is an effective means for widening educational opportunities, but most teachers neither use technology as an instructional delivery system nor integrate technology into their curriculum. Studies reveal a number of factors influencing teachers’ decisions to use ICT in the classroom: non-manipulative and manipulative school and teacher factors. These factors are interrelated. The success of the implementation of ICT is not dependent on the availability or absence of one individual factor, but is determined through a dynamic process involving a set of interrelated factors. It is suggested that ongoing professional development must be provided for teachers to model the new pedagogies and tools for learning with the aim of enhancing the teaching-learning process. However, it is important for teacher trainers and policy makers to understand the factors affecting effectiveness and cost-effectiveness of different approaches to ICT use in teacher training so training strategies can be appropriately explored to make such changes viable to all.