Integrating Computers in the Classroom: Barriers and Teachers' Attitudes

Autor/in	Zyad, Hicham
Titel	Integrating Computers in the Classroom: Barriers and Teachers' Attitudes
Quelle	In: International Journal of Instruction, 9 (2016) 1, S.65-78 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Technology Integration; Computer Uses in Education; Barriers; Teacher Attitudes; Secondary School Teachers; Program Implementation; Mixed Methods Research; Interviews; Semi Structured Interviews; Questionnaires; Likert Scales; Teacher Characteristics; Correlation; Foreign Countries; Morocco + Suchen Sie Ihr Suchwort? Computernutzung; Lehrerverhalten; Interviewing; Interviewtechnik; Fragebogen; Likert-Skala; Korrelation; Ausland; Marokko
Abstract	In recent years, several attempts have been made to reform instructional practices in the Moroccan educational system, marking the turn of the new millennium as a unique historical period pregnant with potential, aspirations and challenges. In light of the spirit of this millennium, the present paper aims to report a study that investigated secondary education teachers' attitudes towards ICT implementation in the El-Jadida province as well as the barriers that hinder the spread of ICT use for teaching purposes. Drawing on the technology acceptance model, the study used a mixed-methods approach for data collection and reputational sampling to select interview participants. In juxtaposition, the results obtained from both data sets identified several conflicts between teachers' behavioral readiness to utilize ICT in the classroom and a range of barriers that slow down the process of ICT integration. Despite teachers' positive attitudes towards ICT, it is still largely underused. The study found that this is mainly ascribable to curricular, infrastructural and logistical barriers that have to be removed to boost teachers' attitudes and encourage them to use ICT in the classroom. The study has several implications for theory, research, teacher professional development, and practice. (As Provided).
Anmerkungen	International Journal of Instruction. Usak University, College of Education, Ankara Izmir Yolu, 1 Eylul Kampusu, Usak, 64200, Turkey. Tel: +90-5357355455; e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01