Teacher characteristics and ICT integration: a study in pre-service and in-service primary education teachers in China
Year: 2010
Type: dissertation
Abstract: The educational potential of information and communication technology (ICT) can be observed in a variety of ways. ICT is influencing education by changing the way of teaching and learning. Schools (in most of the world and in China) are making efforts to benefit from the potential power of ICT. But, ICT integration may encounter a number of barriers. Ertmer (1999) mentions two sorts of barriers: external barriers related to access to ICT, environmental supports and teacher ICT literacy and internal barriers related to teacher cognitions. When the external barriers are resolved, the decision regarding whether and how to use ICT rests on the shoulders of teachers. In the Chinese context, most of the teachers are not willing to integrate ICT, even when external barriers do not exist in most of the primary schools (Yuan, 2006). In order to examine influencing factors of ICT integration in China, we have to take the internal barriers into consideration. Research in the field of ICT implementation is fast growing. From a theoretical point of view, this research presents a key problem. There is profound conceptual confusion in the “internal” teacher related variables and processes researched that describe and explain the process of ICT integration. This explains why – in this introductory chapter – we pay attention to the elaboration of a conceptual framework that brings together a large set of concepts currently being researched in the literature. In this context, we introduce the central concept of “teacher cognitions” as an umbrella term that embraces affective, motivational and cognitive antecedents of ICT adoption in education. ∗ This chapter is partly based on (a) Valcke, M., Sang, G, Y., Rots, I., and Hermans, R. (2010). Taking prospective teachers’ beliefs into account in teacher education. In: Penelope Peterson, Eva Baker, Barry McGaw (Eds), International Encyclopedia of Education (vol. 7, pp. 622-628). Oxford: Elsevier and (b) Sang, G. Y., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112.
Authors: Guoyuan Sang, Martin Valcke, Johan van Braak
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: Ministry of Education, India
OpenAlex ID: W2186295669