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This literature review explores the extent of integrating educational technology in contemporary classroom environment among the ASEAN Member States focusing more on the undeveloped and developing countries. It describes the profile of the countries under study in terms of the total population, gross national income (GNI), literacy rating and ICT development index (IDI) and to determine the barriers for educational technology integration; and test the correlation among the profile variables. Results showed that some of the identified probable causes of educational technology integration in most developing countries are: inadequate financial support and infrastructure, human capital, management support, as well as behavioural and environmental aspects. Gross National income is considered a factor that can directly or indirectly influence the Literacy rating and ICT Development Index value of the country while the total population based on ranking of countries has nothing to do with the ranking of GNI, Literacy Rating and IDI value of each country.
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Hindering and enabling factors towards ICT integration in schools: A developing country perspective2020 •
Ubiquitous Learning: An International Journal
The Impact of School Technology Infrastructure on Teachers' Technology Integration A Survey in Thirteen Countries2013 •
Psychology and Education: A Multidisciplinary Journal
Technology Integration Challenges and Level of Teaching Performance2024 •
The major goal of this study is to evaluate the quality of teaching performance of Lugait District teachers and the difficulties they face in integrating technology. A descriptive-correlational research design was adopted for this investigation. 170 teachers from the district of Lugait, Division of Misamis Oriental School Year 2022-2023, were included as respondents in this study. Data were gathered using a combination of printed survey forms and Internet survey forms. Due to the participants' variety in age, the majority of the teachers were in their 30s and 40s, and the majority of the responders were married. The bulk of the teachers were relatively new to the profession, according to years of teaching experience, and the majority of them earned monthly net salaries that are within the Philippine middle class. Technology integration into the classroom presented difficulties for teachers. The inability to effectively integrate technology into their teaching was hampered by the lack of executive, infrastructure, instructional, and teacher support. The research revealed that although teachers had a positive attitude toward incorporating technology into their classrooms, they still had executive, infrastructure, and instructional obstacles that needed to be resolved by giving them access to the right tools, support, and training. Financial limitations prevented teachers from subscribing to educational websites or purchasing the consumables and new technology equipment they need. On the other hand, the study's high rate of outstanding performance among teachers demonstrated that they were typically functioning well in all aspects of their roles as educators, including the use of technology in the classroom. Also, this result led to the predictor that among the socioeconomic profile of the respondents, only teaching position significant predictor of teaching performance.
2018 •
Education reform with technology use has been in the works since the 1997 Constitution of Thailand, but Thai student achievement has not improved overall. This research investigates any influence of Technology Integration barriers that are external and internal to the teacher, on their intention to integrate technology in the classroom. 105 teachers of Thai-curriculum schools were sampled, and their data was collected by Technology Integration Barrier Survey (TIBS). Multiple Linear Regression was used to find relationships between external and internal barriers to teachers’ behavioral intention to integrate technology in the classroom, respectively. The result was teachers did not face strong external or internal barriers, with only a temperate level of intention to integrate technology in the classroom. Internal barriers were found to influence teachers’ intention to integrate technology. This research recommends continued but heightened teacher support and technological lead...
Computers & Education
Obstacles to the integration of ICT in education: results from a worldwide educational assessment2001 •
International Journal of Education and Development …
Editorial: Technology integration and adoption in education and the community Stewart Marshall The University of the West Indies, Barbados, West Indies2009 •
Turkish Studies - Information Technologies and Applied Sciences
Challenges in integrating technology into education2019 •
Despite significant amount of investment, there seems to be obstacles to technology integration in education. In order to shed light on the nature of perceived obstacles to technology integration, opinions of 117 professionals, who were selected by Turkish Ministry of National Education as experts in their respective fields, about the obstacles to integration of technology into education were investigated. After categorizing the perceived obstacles by factor analysis, associations of those categories with personal and professional differences were further investigated for better contextualizing the findings. Correlations were analyzed by Pearson's product moment coefficient and point-biserial coefficient. The results revealed that it's not the hardware itself that constitute obstacles to technology integration. Insufficiency of in-service and pre-service training, content support, and incentive system emerged as major perceived obstacles to technology integration. Inadequacy of physical and technological infrastructure was also found to be an important obstacle to successful integration. Novelty of the technologies compared to older ones were not found to be an obstacle to technology integration. Moreover, participants stressed the lack of education in teacher training institutions about current technologies that Ministry of National Education officially requires teachers to use as part of their jobs to be another important obstacle. There were no correlations between sex, age, level of education, job position, year of experience in other careers, and any of the categories of perceived obstacles. However, there was a strong negative correlation between year of experience in teaching and * Dr., Akdeniz Üniversitesi Eğitim Fakültesi,
… Journal of Education and Development using ICT
Appraising the relationship between ICT usage and integration and the standard of teacher education programs in a developing economy2006 •
The integration of information and communication technology or ICT in teaching and learning is an innovation that had revolutionized the educational system. In the Malaysian context, although extensive efforts were made under its school computerizing programme to bring ICT to the secondary school classroom there exist a gap among schools in the use of ICT. What conditions will assist teachers in using ICT in the classroom? This study was carried out to determine the presence or non-presence of the eight conditions suggested by Ely, that when present in the school environment will facilitate the integration of ICT in the teaching and learning process. The participants for the study were 429 teachers from 16 secondary schools who taught several subjects in the Humanities, Languages, Sciences, and Technical areas in the state of Selangor and Kuala Lumpur, the capital city of Malaysia. Data for the study was gathered by the use of a set of questionnaires. The findings of the study, indicated that in general only three of the conditions were found to be most present namely commitment by those involved, leadership and presence of knowledge and skills. The other five conditions namely rewards or incentives, availability of resources, dissatisfaction with the status quo, participation, and time were present at a lesser degree in the schools. The results of correlational analysis among conditions suggest that a strong significant positive relationship exist between conditions “presence of leadership” and “commitment by those involved.” Besides that a moderate significant positive relationship also exists between “presence of leadership” and “availability of resources” and with “participation by those involved.”
2011 •
University of Antwerp, Institute for Education and Information Sciences, Venusstraat 35, 2000 Antwerp, Belgium Integrating ICT in teaching and learning is high on the educational reform agenda of developed and developing countries. For developing countries, ICT can be seen as a way to merge and even leapfrog into a globalizing, technological world. Yet in practice the use of ICT for teaching practice is limited at best. Much research is therefore done on factors influencing or constraining the use of ICT for teaching practice. In essence factors enabling and constraining ICT applications are the same in both developed and developing economies, although they obviously differ in terms of importance. This study investigates how to best address integration of ICT in teaching practice in teacher education in an emerging developing country, at the beginning of integration of ICT in education. In Vietnam essential factors have been developed in such a way the country becomes a case to watc...
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Annual Meeting of the American Educational …
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Royal University of Phnom Penh
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