Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Bücher
Zeitschriften
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
SLX-Digitalkonferenz: Zukunftswerkstatt 2024

Mehr Umsatz mit Top-Kontakten

Am 7. Mai erfahren Sie, wie Vertriebsteams Leadgenerierung, Leadnurturing und Leadstrategien effizient steuern können.
Erweiterte Suche
Anmelden
nach oben
Education and Information Technologies
Erschienen in: Education and Information Technologies 4/2017

18.07.2016

Obstacles for teachers to integrate technology with instruction

verfasst von: Abdullah Alenezi

Erschienen in: Education and Information Technologies | Ausgabe 4/2017

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

This paper covers type one and two educational obstacles in using technology in the classrooms, and considering those obstacles tries to find the answer to the following overarching research question which can help to gauge some obstacles for the educational technology integration for elementary and high school education: What obstacles do teachers identify when integrating technology with instruction? This paper examines the educational obstacles like time to prepare materials and lessons for quality technology-rich lessons, policies and security restrictions, access to resources, and the level of comfort to use technology. Based on examining the type one and two obstacles, the goal is to gain a greater understanding as to why there is a disconnect between the seemingly common educational belief, that technology can and must be used in the twenty-first century classrooms, and actual classroom practices through evaluating the mentioned obstacles.
Vorheriger Artikel Processes of practice and identity shaping teachers’ TPACK enactment in a community of practice
Nächster Artikel Digital badges – rewards for learning?

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren
Anhänge
Nur mit Berechtigung zugänglich
Literatur
An, Y., & Reigeluth, C. (2012). Creating technology-enhanced, learner-centered classrooms: K-12 teachers’ beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54–62.CrossRef
Archer, K., Savage, R., Sanghera-Sidhu, S., Wood, E., Gottardo, A., & Chen, V. (2014). Examining the effectiveness of technology use in classrooms: a tertiary metaanalysis. Computers & Education, 78, 140.CrossRef
Bandura, A. (1986). Social functions of thought and action: a social cognitive theory. Upper Saddle River, NJ: Prentice-Hall.
Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: a review of the literature. EURASIA Journal of Mathematics, Science and Technology Education, 5(3), 235–245.
Blonder, R., & Rap, S. (2015). I like Facebook: exploring Israeli high school chemistry teachers’ TPACK and self-efficacy beliefs. Education and Information Technologies, 1–28. doi:10.​1007/​s10639-015-9384-6.
Blonder, R., Jonatan, M., Bar-Dov, Z., Benny, N., Rap, S., & Sakhnini, S. (2013). Can You Tube it? Providing chemistry teachers with technological tools and enhancing their efficacy beliefs. Chemistry Education Research and Practice, 14, 269–285. doi:10.​1039/​c3rp00001j.
Burns, M. (2013). Success, Failure or no significant difference: charting a course for successful educational technology integration. International Journal of Emerging Technologies in Learning, 5(1), 38–45.MathSciNet
Carliner, S., Ribiero, O., & Boyd, G. (2008). Educational technology. In N. J. Salkind & K. Rasmussen (Eds.), Encyclopedia of Educational Psychology (Vol. 1, p. 313321). Thousand Oaks, CA: SAGE Publications.
Chen, Y. (2008). A case study on the implementation of task-based language teaching in a high school. Changchun: Northeast Normal University.
Cheung, A. (2013). Effects of educational technology applications on student achievement for disadvantaged students: what forty years of research tells us. Cypriot Journal of Educational Sciences, 8(1), 19–33.
Cuban, L. (2013). Why so many structural changes in schools and so little reform in teaching practice? Journal of Educational Administration, 51(2), 109–125.CrossRef
Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61.CrossRef
Fernandez, W. D., & Lehmann, H. (2005). Achieving rigour and relevance in information systems studies: Using grounded theory to investigate organizational cases. The Grounded Theory Review, 5(1), 79–107.
Gu, X., Zhu, Y., & Guo, X. (2013). Meeting the "digital natives": Understanding the acceptance of technology in classrooms. Journal of Educational Technology & Society, 16(1), 392–n/a.
Hew, F. H., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223.CrossRef
Holden, H., & Rada, R. (2011). Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. Journal of Research on Technology in Education, 43(4), 343–367.CrossRef
Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: a path model. Educational Technology Research & Development, 58(2), 137–154.CrossRef
Johnson, L., Adams, S., and Haywood, K., (2011). The NMC Horizon Report: 2011 K-12 Edition. Austin, Texas: The New Media Consortium.
Kropf, D. C. (2013). Connectivism: twenty-first century’s new learning theory. European Journal of Open, Distance and E-Learning, 16(2), 13.
Le Fevre, D. (2014). Barriers to implementing pedagogical change: the role of teachers’ perceptions of risk. Teaching and Teacher Education, 38, 56–64.CrossRef
Lichtman, M. (2013). Qualitative research in education: A user's guide. Los Angeles: SAGE Publications.
Mardis, M., Hoffman, E., & Marshall, T. (2008). A new framework for understanding educational digital library use: re-examining digital divides in U.S. schools. International Journal on Digital Libraries, 9(1), 19–27.CrossRef
Marechal, G. (2010). Constructivism. In Albert J. Mills, G. Durepos, & E. Wiebe (Eds.), Encyclopedia of Case Study Research. (pp. 221–226). Thousand Oaks, CA: SAGE Publications, Inc.
Maxwell, J. A. (2012). Qualitative research design: an interactive approach. Los Angeles, CA: Sage Publications.
Mueller, J., Wood, E., Willoughby, T., Ross, C., & Specht, J. (2008). Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers & Education, 51(4), 1523–1537.CrossRef
Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues. (Sixth ed.). Pearson Education, Inc.
Starkey, L. (2010). Supporting the digitally able beginning teacher. Teaching and Teacher Education, 26(7), 1429–1438.CrossRef
Straub, E. T. (2009). Understanding technology adoption: theory and future directions for informal learning. Review of Educational Research, 79(2), 625.
Trilling, B. (2007).Toward learning societies and the global challenges for learning with ICT. Australian Educational Computing, 22(1), 10–16
Trimpop, R. M. (1994). The psychology of risk-taking behavior. Amsterdam, The Netherlands: North-Holland.
Universal Service Administrative Company. (2012). 2012 Annual report: universal service administrative company. Universal service administrative company.
Vogt, W. P. (2007). Qualitative research methods for professionals. Boston, MA: Pearson, Allyn & Bacon.
Walsham, G. (2006). Doing interpretive research. European Journal of Information Systems, 15(3), 320–330.CrossRef
Yates, J. F., & Stone, E. R. (1992). The risk construct. In J. F. Yates (Ed.), Risk-taking behavior (p. 1e125). Chichester, England: John Wiley & Sons.
Yeh, C., Chang, D., & Chang, L. (2011). Information technology integrated into classroom teaching and its effects. US-China Education Review, B 6, 778–785.
Metadaten
Titel
Obstacles for teachers to integrate technology with instruction
verfasst von
Abdullah Alenezi
Publikationsdatum
18.07.2016
Verlag
Springer US
Erschienen in
Education and Information Technologies / Ausgabe 4/2017
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI
https://doi.org/10.1007/s10639-016-9518-5

Weitere Artikel der Ausgabe 4/2017

Education and Information Technologies 4/2017 Zur Ausgabe

OriginalPaper

Gender-based behavioral analysis for end-user development and the ‘RULES’ attributes

OriginalPaper

Ontological modeling of educational resources: a proposed implementation for Greek schools

OriginalPaper

Utilization of online educational resources in teaching: A moderated mediation perspective

OriginalPaper

Expectations and fulfillment of course engagement, gained skills, and non-academic usage of college students utilizing tablets in an undergraduate skills course

OriginalPaper

Alice in Oman

OriginalPaper

Co-regulation and knowledge construction in an online synchronous problem based learning setting