An analysis of the integration of ICT in education from the perspective of teachers’ attitudes

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F17%3A73582437" target="_blank" >RIV/61989592:15410/17:73582437 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.21125/edulearn.2017.0507" target="_blank" >http://dx.doi.org/10.21125/edulearn.2017.0507</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/edulearn.2017.0507" target="_blank" >10.21125/edulearn.2017.0507</a>

Jazyk výsledku

angličtina

Název v původním jazyce

An analysis of the integration of ICT in education from the perspective of teachers’ attitudes

Popis výsledku v původním jazyce

With the advance of information and communication technology (ICT), people’s everyday life, including education as its integral part, has been in a process of dramatic change. Numerous studies have indicated that ICT can improve education outcomes (Barak &amp; Watted &amp; Haick ,2016; Wang &amp; Teng &amp; Chen, 2015; Barrs,2012; Blattner &amp; Fiori, 2009;). The impact of ICT on education can be manifested by the changes of teaching form, teaching environment, teaching content and teacher-student interactivity which greatly facilitate teaching and learning. Consequently, government and educational authorities from all over the world have invested a large amount of money into educational settings in the form of ICT aiming to transform traditional teaching. However, we have found out that in many schools and universities, classroom teaching is still dominated by traditional education characterized by textbooks, blackboards, chalk, and talk, as most teachers still do not use computer technologies in classroom teaching. Therefore, there is a need to discuss the factors influencing this phenomenon so that the substantial funds allocated to educational field would be used efficiently. Although there exists a general consensus on the existence of various kinds of factors leading to this phenomenon, the authors of this paper hold the view that teachers’ attitude towards ICT is the main factor affecting the infusion of ICT into instructional practice since, on the one hand, the teacher is the direct implementer of ICT who must play an important role in combining ICT and education. If teachers’ attitude towards ICT is negative, or put in other words, if teachers refuse to use ICT in classroom teaching, the integration of ICT in classroom teaching will come to naught, i.e. simply introducing of ICT does not guarantee its integration into the educational setting; on the other hand, teachers’ attitudes towards ICT will, to a considerable extent, influence students’ attitudes towards ICT.

Název v anglickém jazyce

An analysis of the integration of ICT in education from the perspective of teachers’ attitudes

Popis výsledku anglicky

With the advance of information and communication technology (ICT), people’s everyday life, including education as its integral part, has been in a process of dramatic change. Numerous studies have indicated that ICT can improve education outcomes (Barak &amp; Watted &amp; Haick ,2016; Wang &amp; Teng &amp; Chen, 2015; Barrs,2012; Blattner &amp; Fiori, 2009;). The impact of ICT on education can be manifested by the changes of teaching form, teaching environment, teaching content and teacher-student interactivity which greatly facilitate teaching and learning. Consequently, government and educational authorities from all over the world have invested a large amount of money into educational settings in the form of ICT aiming to transform traditional teaching. However, we have found out that in many schools and universities, classroom teaching is still dominated by traditional education characterized by textbooks, blackboards, chalk, and talk, as most teachers still do not use computer technologies in classroom teaching. Therefore, there is a need to discuss the factors influencing this phenomenon so that the substantial funds allocated to educational field would be used efficiently. Although there exists a general consensus on the existence of various kinds of factors leading to this phenomenon, the authors of this paper hold the view that teachers’ attitude towards ICT is the main factor affecting the infusion of ICT into instructional practice since, on the one hand, the teacher is the direct implementer of ICT who must play an important role in combining ICT and education. If teachers’ attitude towards ICT is negative, or put in other words, if teachers refuse to use ICT in classroom teaching, the integration of ICT in classroom teaching will come to naught, i.e. simply introducing of ICT does not guarantee its integration into the educational setting; on the other hand, teachers’ attitudes towards ICT will, to a considerable extent, influence students’ attitudes towards ICT.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

EDULEARN17 Proceedings

ISBN

978-84-697-3777-4

ISSN

2340-1117

e-ISSN

neuvedeno

Počet stran výsledku

7

Strana od-do

8156-8162

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Barcelona, Spain

Datum konání akce

3. 7. 2017

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

—