Factors Affecting Teachers’ Use of Information and Communication Technology

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dc.contributor.authorAFSHARİ, Mojgan
dc.contributor.authorBAKAR, Kamariah Abu
dc.contributor.authorLUAN, Wong Su
dc.contributor.authorSAMAH, Bahaman Abu
dc.contributor.authorFOOİ, Foo Say
dc.date.accessioned2022-03-21T15:54:36Z
dc.date.available2022-03-21T15:54:36Z
dc.date.issued2009
dc.departmentİnönü Üniversitesien_US
dc.description.abstractResearch 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.en_US
dc.identifier.citationAfshari, M. , Bakar, K. A. , Luan, W. S. , Samah, B. A. & Fooi, F. S. (2008). Factors Affecting Teachers’ Use of Information and Communication Technology . International Journal of Instruction , 2 (1) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5146/70096en_US
dc.identifier.urihttps://hdl.handle.net/11616/56798
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Instructionen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titleFactors Affecting Teachers’ Use of Information and Communication Technologyen_US
dc.typeArticleen_US

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