TITLE

Factors Associated with Using Educational Technology at Schools

AUTHOR(S)
Makgato, Moses
PUB. DATE
November 2012
SOURCE
International Proceedings of Economics Development & Research;2012, Vol. 51, p107
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Although studies had reported that the use of computer technology improves teaching and learning, schools are still slow to use educational technologies in the classroom. This survey study investigated the factors contributing to the use of educational technology in classroom at seven secondary schools in Northern Pretoria. The study used a sample of 125 teachers from seven secondary schools who were purposefully and conveniently selected in the Northern Pretoria, South Africa . Questionnaire was used to collect the information. Descriptive and SPSS statistics were used to analyse the data. Some of the factors teachers thought retard the use of educational technology in classroom includes: lack of computers in schools, lack of relevant training, no technical support. It is recommended that relevant training which address values, beliefs of teachers on ICT should be provided. School support for teachers to learn using ICT in classrooms should be intensified.
ACCESSION #
87742933

 

Related Articles

  • Psychological Challenges Towards Implementing ICT in Teaching- Learning. Halder, Santoshi; Chaudhuri, Sudip // Proceedings of the International Conference on e-Learning;2010, p140 

    Globalization and technological explosion that have ushered over the past decade have led to the emergence of new global economy "powered by technology, fueled by information and driven by knowledge." (US Department of Labor, 1999). However, the task of introducing ICTs in teaching - learning...

  • An Assessment of Computer and ICT Skills Among Secondary School Teachers in Ota Ogun State. Adebayo, Oyeronke; Fagbohun, Michael // Library Philosophy & Practice;Feb2013, following p11 

    This paper focuses on the computer and ICT skills of secondary school teachers in Ota, Ogun state of Nigeria. The purpose was to find out if the teachers were computer and ICT literate and to examine if they employ computers and ICT in their teaching activities. Eighty copies of a self designed...

  • Teacher Competence in ICT: Implications for Computer Education in Zimbabwean Secondary Schools. Bukaliya, Richard; Mubika, Augustine Kudakwashe // International Journal of Social Sciences & Education;Oct2011, Vol. 1 Issue 4, p414 

    This study examined the ICT competences of rural and urban day secondary school teachers in Chegutu District, Mashonaland West Region. The study looked into the training and literacy levels of computer usage by the practitioners with a view to find out the areas of strengths and weaknesses in...

  • ICT4[n]. Gin, Elizabeth Monachello // International Journal of Design in Society;Dec2015, Vol. 9 Issue 4, p1 

    Market-driven and Information and Communication Technology for Development (ICT4D) design strategies only partially address the access gap for Ugandan women, who often do not share the same wealth, mobility, and digital and textual literacy of their male counterparts. While ICT4D often starts...

  • GENDER, ACADEMIC QUALIFICATION AND SUBJECT DISCIPLINE DIFFERENTIALS OF NIGERIAN TEACHERS' ICT LITERACY. Agbatogun, Alaba Olaoluwakotansibe // Academic Leadership (15337812);2010, Vol. 8 Issue 1, p1 

    The article focuses on the study related to the impact of gender, academic qualification and subject discipline on the Information and Communication Technology (ICT) literacy of public secondary school teachers in Nigeria. It states that ICT is one factor that effects the success of the...

  • USING ONLINE ACTION RESEARCH TO IMPROVE A TEACHER EDUCATION COURSE. Zuochen Zhang // Ontario Action Researcher;2010, Vol. 11 Issue 1, p1 

    This paper describes how an online space has been used as a venue for action research in a teacher education program. The research context is a general methods course on Information and Communication Technologies (ICT) for elementary and secondary school teacher candidates in a teacher education...

  • Incorporating Internet resources into classroom practice: Secondary school teacher action plans. Ramírez, Elena; Clemente, María; Cañedo, Isabel; Martín, Jorge // Australasian Journal of Educational Technology;2012, Vol. 28 Issue 8, p1433 

    Knowing precisely how teachers use Internet resources in their classroom practice is essential when seeking to explain what aspects support the real incorporation of information and communication technologies (ICT) in teaching, and in determining the mechanisms underlying the use of these...

  • Enseñanza de la Química en Ambientes Virtuales: Blogs. Proszek, Roberta; Ferreira, Maira // Formación Universitaria;2009, Vol. 2 Issue 6, p21 

    The use of Communication and Information Technologies (CITs) on Chemistry teaching is described and analyzed. The works is focused on a blog construction as a resource to help high school students understanding and assimilating chemistry concepts in a contextualized form. The blog is related to...

  • PERCEPCIONES QUE TIENEN LOS DOCENTES DE AMÉRICA LATINA SOBRE LAS TECNOLOGÍAS DE LA INFORMACIÓN Y LA COMUNICACIÓN. García-Urrea, Silvia; Chikhani, Angela // Revista Q;ene-dic2012, Vol. 6 Issue 12, Special section p1 

    This paper presents the results of a study about the perceptions that primary and secondary school teachers in Latin America have about Information and Communication Technologies (ICT) use in education. A questionnaire to measure perceptions was designed using as a theoretical framework the...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics