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.
