1 Introduction
2 Methodology
Author | Domain | Subjects | Method | Data sources | Country |
---|---|---|---|---|---|
Al-Qallaf and Al-Mutairi (2016) | Literacy | 5th grade in-service teachers | Qualitative and quantitative | Blogs, discussion, survey, focus group and observations | Kuwait |
Apeanti (2016) | Mathematics education | Pre-service teachers | Quantitative | Survey | Ghana |
Getenet et al. (2016) | Mathematics and Science education | Primary in-service teachers | Action research Qualitative and quantitative | Workshops, lesson design, classroom instruction and reflections | Ethiopia |
Lemon and Garvis (2016) | Primary education | Pre-service primary teachers | Quantitative | Survey | Australia |
Omwenga and Nyabero (2016) | Teacher training | Primary school teachers and principals | Qualitative and quantitative | Interviews and questionnaires | Kenya |
Orlando and Attard (2016) | Mathematics education | Primary teachers | Qualitative | Multiple case study and observations | Australia |
Tondeur et al. (2016) | Teacher training | In-service teachers | Qualitative | Case studies | Multi |
Barak (2014) | STEM teachers | Pre-service teachers | Mixed | Attitude questionnaire and reflective drawings | Israel |
Brun (2014) | Teacher education | Initial teacher training | Mixed | questionnaires and case studies | Chile |
Rehmat and Bailey (2014) | Primary science teachers | Pre-service teachers | Qualitative | Open ended pre/post survey; lesson plans; reflections | US |
Sun et al. (2014) | Teachers’ enactments | Grade 7 teachers and their classes | Qualitative | Case study Pre-test and post-test | Singapore |
Aesaert et al. (2013) | Primary education curriculum | Primary Curriculum | Qualitative cross-case document analysis | Cross-curricular comparative analysis | Norway Flanders England |
Gu et al. (2013) | Primary education | Teachers and students | Quantitative | Survey | Shanghai |
Hsu and Kuan (2013) | ICT in schools | Grade 1-9 in-service teachers | Survey; multilevel analysis | Data from teachers and schools | Taiwan |
Lenters and Winters (2013) | Multimodal literacy development | Teachers, actors and fifth grade students | Qualitative | Inquiry processes followed by three-day workshop | Canada |
Wake and Whittingham (2013) | Literacy development | K-12 in-service teachers | Pre-and Post-Survey | Teachers’ evaluation of expertise | US |
Wastiau et al. (2013) | ICT in schools | Students, in-service and head teachers | Survey | Provision, access, connectivity in ICT use | Europe |
Al-Awidi and Alghazo (2012) | Primary education | Preservice teachers | Pre-and Post-Survey | Teachers’ self-efficacy beliefs | UAE |
Duveskog et al. (2012) | Primary education | Primary teachers and their students | Qualitative | Case study–Digital storytelling workshops | Tanzania |
Anastasiades and Vitalaki (2011) | Primary teachers | Internet safety | Quantitative | Survey | Greece |
Kim and Keller (2011) | Teachers’ attitudes | Preservice teachers | Pre- and Post survey | Effects of motivational and volitional email messages (MVEM) | US |
Tezci (2011) | Primary education | Primary in-service teachers | Three quantitative research instruments | personal inquiry ICT usage school climate and support scale | Turkey |
Wang et al. (2011) | Science education | 6th grade in-service teachers | Action research on the use of blogs, PPT and Internet | Self-inquiry and self-reflection | Taiwan |
Liang et al. (2010) | Mathematics and Science education | Preservice teachers | Qualitative analysis of data | Online collaborative discourse | US |
Morsink et al. (2010) | Primary teacher education | 5th and 6th grades in-service teachers | A multi case study design | Interviews; surveys; digital artefacts; researcher’s notes and memos | US |
Wachira and Keengwe (2010) | Mathematics education | In-service teachers K-12 | Mixed methods | Discussions; interviews: surveys | US |
Inan and Lowther (2010) | Perception | K-12 in-service teachers | Survey using the path model | Teachers’ perceptions, demographics, qualifications | US |
2.1 Findings
Author | Characteristics | Affecting factors |
---|---|---|
Al-Qallaf and Al-Mutairi (2016) | Teachers showed enthusiasm when using blogs to teach a foreign language and students were more motivated to work | Attitude |
Apeanti (2016) | The school culture effected the teachers’ attitudes towards technology integration and effective technology training contributed towards teachers’ positive attitudes and perceptions | School culture Attitude |
Getenet et al. (2016) | The schools must provide the teachers with learning opportunities such as workshops on lesson design and on teacher instruction when using digital technology in the classroom | School culture Skills |
Lemon and Garvis (2016) | Research on pre-service teachers’ self-efficacy beliefs could give insight on their confidence to integrate technology and design better pre-service teacher training | Attitude |
Omwenga and Nyabero (2016) | Findings indicated that for a supportive school culture in primary education, digitally competent leaders, technical help and encouragement were required to integrate technology | School culture |
Orlando and Attard (2016) | The new generation of teachers are digital natives, and could communicate better with students. These teachers also experienced device conflict since they were still learning how to use technology in their teaching practice | Knowledge Attitude |
Tondeur et al. (2016) | Teachers were more motivated to use technology when they were respected and valued for their work | School culture Attitude |
Barak (2014) | The attitudes and perceptions of two cohort teachers’ groups were examined towards the integration of technology in their practices | Attitude |
Brun (2014) | Improvement in technology integration was required, since teachers used the same technical resources, computers and projectors, and delivered their lessons in a ‘traditional’ way | School culture Skills |
Rehmat and Bailey (2014) | Using explicit instruction during a pre-service teachers’ course, positive changes in beliefs and behaviours towards technology integration were identified | Attitudes Skills |
Sun et al. (2014) | Teachers’ enactments influenced the students’ understanding of concepts and participation in collaborative science inquiry lesson | Skills |
Aesaert et al. (2013) | Research differentiated between knowledge on traditional curricula and curricula with technology; the latter were more complex and varied, and allowed for innovation in the subject content presented in the classroom | Knowledge |
Gu et al. (2013) | Differences in teachers’ usage of technology found related to different years in service | Knowledge Attitude |
Hsu and Kuan (2013) | Results found that the most contributing factor to technology integration was the school support and the provided training | School culture |
Lenters and Winters (2013) | Engaged students in multimodal digital storytelling to create creative expressions in literacy | Skills |
Wake and Whittingham (2013) | Initially technology was considered a tool to deliver a better lesson, but with experience it was considered to develop the students’ learning Their self-efficacy beliefs improved with time, when they observed and worked with their colleagues Teachers must consider multimodal activity for reading and writing activity | Attitude Skills |
Wastiau et al. (2013) | The school culture affected the teachers’ confidence and positive attitude towards the use of technology. Exchanges between staff were regarded as an opportunity for peer learning | School Culture Attitude |
Al-Awidi and Alghazo (2012) | The main sources of self-efficacy beliefs were the experience with technology and the expectations when using it | Attitude |
Duveskog et al. (2012) | Students felt safe and shared their stories during digital storytelling workshops | Skills |
Anastasiades and Vitalaki (2011) | Promoting safety issues related to the Internet were easily practiced when teachers daily integrated technology in their practices | Skills |
Kim and Keller (2011) | Determined the effects of motivational and volitional email messages (MVEM) on pre-service teachers | Attitude |
Tezci (2011) | Teachers’ perceptions on school culture regarding ICT integration | School culture Attitude |
Wang et al. (2011) | Reports the outcomes of an action-research inquiry on the use of blogs, MS Power Point (PPT) and Internet, during project-based learning | Knowledge |
Liang et al. (2010) | Pre-service teachers practiced a scientific inquiry activity online where they outlined the research question, conducted research and wrote about it | Skill |
Morsink et al. (2010) | Studied the teachers’ development of TPACK | Knowledge |
Wachira and Keengwe (2010) | Reliable and adequate technology were regarded as important factors for technology integration, together with school support, training, time and leadership. These affected the teachers’ anxiety and confidence levels | School culture Knowledge Attitude Skills |
Inan and Lowther (2010) | It was found that one of the important factors to integrate technology was the teachers’ readiness to use it. Novice teachers experienced higher readiness than veterans | Knowledge |
2.2 School Culture
2.3 Teachers’ Knowledge
2.4 Teachers’ Attitude
2.5 Teachers’ Skills
3 Conclusion and Recommendations
Factors affecting teachers’ technology integration | |||
---|---|---|---|
School culture | |||
Teachers’ knowledge | Teachers’ attitudes | Teachers’ skills | |
Areas of digital competency (DC) (Ferrari 2013) | |||
Information | Effective use of technology by a digitally competent teacher | ||
Communication | |||
Content Creation | |||
Safety | |||
Problem solving |