Factors affecting teachers’ continuation of technology use in teaching

被引：48

作者：

Kafyulilo A. ^{[1
]}

Fisser P. ^{[2
]}

Voogt J. ^{[3
]}

机构：

[1] Department of Curriculum and Teaching, Dar Es Salaam University College of Education, P O Box 2329, Dar-es-Salaam

[2] National Institute for Curriculum Development, PO Box 2041, Enschede

[3] Department of Child Development and Education, University of Amsterdam, Windesheim University, PO Box 15776, Amsterdam

来源：

Education and Information Technologies | 2016年 / 21卷 / 6期

关键词：

Enabling and hindering factors; Interview; Secondary education; Tanzania; Technology use;

D O I：

10.1007/s10639-015-9398-0

中图分类号：

学科分类号：

摘要：

This study was conducted to investigate the continuation of technology use in science and mathematics teaching of the teachers who attended a professional development program between 2010 and 2012. Continuation of technology use was hypothesized to be affected by the professional development program and by personal, institutional, and technological factors. Twelve teachers and three school leaders participated in the study. Data was collected through interviews. Findings showed that the continuation of technology use differed for the teachers involved in the professional development program. While all teachers reported to have gained knowledge and skills through the professional development program and were positive about technology use in education, only some teachers continued the use of technology. The data revealed that despite the challenges that all teachers in the sample encountered when using technology in their teaching (such as large classrooms, problems with electricity supply, lack of time and lack of technology tools), the encouragement of school management was a critical factor in teachers’ continuation of technology use. Implications of the findings are discussed. © 2015, The Author(s).

引用

页码：1535 / 1554

页数：19

共 26 条

[1]

Agyei D.D., Voogt J., Developing technological pedagogical content knowledge in pre-service mathematics teachers, through teacher design teams, Australasian Journal of Educational Technology, 28, 4, pp. 547-564, (2012)

[2]

Agyei D.D., Voogt J., Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice, Australasian Journal of Educational Technology, 30, 1, pp. 92-105, (2014)

[3]

Alayyar G., Fisser P., Voogt J., ICT integration through design teams in science teacher preparation, International Journal of Learning Technology, 6, 2, pp. 125-145, (2011)

[4]

Almekhlafi A.G., Almeqdadi F.A., Teachers’ perceptions of technology integration in the United Arab Emirates school classrooms, Educational Technology and Society, 13, 1, pp. 165-175, (2010)

[5]

Baldwin T.T., Ford J.K., Transfer of training: A review and directions for future research, Personnel Psychology, 41, pp. 63-105, (1988)

[6]

Buabeng-Andoh C., Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature, International Journal of Education and Development Using Information and Communication Technology, 8, 1, pp. 136-155, (2012)

[7]

Collis B., Moonen J., Flexible learning in a digital world: Experiences and expectations, (2001)

[8]

Eickelmann B., Supportive and hindering factors to a sustainable implementation of ICT in schools, Journal of Educational Research Online, 3, 1, pp. 75-103, (2011)

[9]

Fullan M., The new meaning of educational change, (2007)

[10]

Guskey T., Professional development and teacher change, Teacher and Teaching: Theory and Practice, 8, 3-4, pp. 381-391, (2002)

← 1 2 3 →