Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher‐related variables

Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables. In addition, the little research available is set up in the Chinese context. The latter is important given that the different cultural context in which the interplay between teacher beliefs and educational practices has only been documented quiet little. The present study centres on the complex interplay of a number of internal teacher variables to explain ICT classroom integration. These variables comprise ‘teachers’ constructivist teaching beliefs’, ‘teacher attitudes towards computers in education’, ‘teachers’ computer motivation’, ‘teacher perception of ICT‐related policy’. A survey was set up, involving 820 Chinese primary school teachers. Path modeling was used to explore the direct and indirect effects of the teacher‐related variables on their level of ICT classroom integration. Firstly, two distinctive types of ICT use can be distinguished in the Chinese context: (a) teacher supportive use of ICT that refers to the use of ICT for e.g. student administration, preparing worksheets, developing evaluation activities; and (b) classroom use of ICT to support and enhance the actual teaching and learning process. The results show that classroom use of ICT directly depends on teachers' computer motivation and the supportive use of ICT. Teachers' constructivist beliefs, their attitudes towards computers in education and perceptions about the ICT‐related school policy influence ICT integration in an indirect way. The results demonstrate how the complex interplay between teacher‐related variables and ICT integration in the classroom is partly in line with findings in non‐Asian contexts. A number of differences can be explained by the particular Chinese context. In particular an indirect relationship was found between teachers' constructivist beliefs and their level of ICT integration.     

From public policy to family practices: researching the everyday realities of families' technology use at home

Informed by ‘critical’ approaches to ‘educational technology’, this paper aims to move away from presenting a ‘could’ and ‘should’ explanation of children learning with technology to a more nuanced, context‐rich analyses of how information and communication technologies (ICTs) are being used by technologically privileged families at home. Here, a critical approach means locating the findings within a framework, which not only includes reference to the policies and politics of educational technology, but also takes account of uneven, contested, and contradictory uses of ICT in everyday family life. To achieve this, the paper presents accounts of technology use in situ from eight case families. The data reveal that although ICTs were purchased for their perceived educational potential, how parents and children approached and used them in the home for learning was entwined with many other dimensions of social life. The findings suggest that there is a need to move beyond one‐dimensional debates, such as access to ICT ensures use, to more nuanced accounts that focus on the ‘messy’ realities of ICTs usage ‘as it happens’ in the home. In sum, more explicit empirically based information on ICT practices in the home need to be made available for policymakers and families.     

From transaction to transformation: information and communication technology, professional development and the formation of communities of practice

Abstract Using the concept of ‘layers of community’, this paper describes and explains the ways in which teams of teachers, teacher educators and researchers worked together on the research project InterActive Education: teaching and learning in the information age. The focus is on the development and dissemination of professional knowledge as it relates to teaching and learning that incorporates information and communications technology (ICT) as a tool. Drawing on a range of data, we illustrate how ‘micro‐’, ‘meso‐’ and ‘macro’‐communities inter‐connect to create the settings for improved professional growth. The purpose is to challenge the linearity embedded in much of the professional development processes associated with ICT and to re‐model the relationship between practice and research.     

How and why do student teachers use ICT?

This paper examines how and why student teachers made use of information and communication technology (ICT) during a 1‐year initial teacher education programme from 2008 to 2009. This is a mixed methods study involving a survey (N = 340) of the entire cohort and a series of semi‐structured interviews with a sample of student teachers within the cohort (N = 21). The study explored several themes, including the nature of student teachers' use of ICT; variation in the use of ICT; support for, and constraints on, using ICT; attitudes to ICT and to teaching and learning more generally. It was found that nearly all teachers were receptive to using ICT – more so than their in‐service counterparts – and made frequent use of it during their placement (internship) experience. The Interactive Whiteboard (IWB) was central to nearly all student teachers' use of ICT, in good part, because it was already used by their mentors and was widely accessible. Student teachers' use of ICT was categorized in three levels. Routine users focused mostly on the use of the IWB for whole class teaching; extended users gave greater opportunities for pupils to use ICT for themselves; innovative student teachers used ICT in a greater range of contexts and made more effort to overcome barriers such as access. ICT use was seen as emerging from a mix of factors: chiefly student teachers' access to ICT; their feeling of ‘self‐efficacy’ when using ICT; and their belief that ICT had a positive impact on learning – in particular, the impact on pupils' behavioural and affective engagement. Factors which influenced ICT use included mentoring, training and support. Limitations on student teachers' use of ICT are explored and it is suggested that new teachers need to be supported in developing a more discerning use as they begin their teaching careers.     

The Xanadu project: training faculty in the use of information and communication technology for university teaching

Abstract Technology‐enhanced learning (TEL) methodologies are becoming an important part of University teaching but faculty members have tended to shy away from using them. So, how can they be enticed to use them effectively? What approaches can be used? The purpose of the Xanadu project was to analyse the problems involved and to propose a model for training, based on experimentation at the University of Turin. Besides providing a model, this article will deal with the follow‐up, particularly regarding the faculty members' initial approach to using information and communication technology (ICT), as well as examine the motives and conditions influencing their choices. In this sense, the project has enabled us to come to a better understanding of the typical misconceptions leading teachers to favour methodological approaches based on the distributive use of ICT (which are considered less demanding to manage), rather than networked collaborative interaction, which actually involve students more. In this regard, Xanadu has shown how teachers' awareness may be developed towards adopting a wide range of TEL approaches through both gradual training (project‐oriented with a basic and an advanced course) and with the help of a graduate assistant capable of following e‐content development and online collaborative activities. The effectiveness of the method may be confirmed by the large number of faculty members continuing to use ICT to support their teaching despite having no specific university TEL projects.     

‘You can't not go with the technological flow,can you?’ Constructing ‘ICT’ and ‘teaching and learning’

This paper seeks to show how ‘policy’, ‘management’ and ‘information and communications technology’ (ICT) were constructed for schools in England between 2000 and 2003 and to discuss some effects of these constructions on teaching and learning in the institutions involved in the InterActive Education Project. It argues that their contribution collectively constituted ‘ICT’ as a particular kind and form of challenge for schools, and that recognising the nature of this constitution is crucial to understanding the relationship between ICT and teaching and learning. Informed by an abductive methodology, this paper draws on analyses of policy documents and interviews with the head teachers of the educational institutions taking part in the InterActive Education Project to show how the possibilities and opportunities of using ICT were shaped by those constructions. It suggests that the main policy framing ICT in education over the period in question, the National Grid for Learning, had the provision of hardware and infrastructure as its main target, but offered little advice on how they might be used. This constituted the core of the management problem of ICT for schools. The final section of the paper outlines some of the mechanisms through which schools addressed these issues and discusses some possible implications for what counts as ‘teaching and learning’ with ‘ICT’.     

Transforming teaching and learning: embedding ICT into everyday classroom practices

Drawing on socio‐cultural theory, this paper describes how teams of teachers and researchers have developed ways of embedding information and communications technology (ICT) into everyday classroom practices to enhance learning. The focus is on teaching and learning across a range of subjects: English, history, geography, mathematics, modern foreign languages, music and science. The influence of young people's out‐of‐school uses of ICT on in‐school learning is discussed. The creative tension between idiosyncratic and institutional knowledge construction is emphasised and we argue that this is exacerbated by the use of ICT in the classroom.     

Institutionalised ICT use in primary education: A multilevel analysis

This study uses a multilayered framework of different independent school and teacher variables to study which factors are related to the use of ICT for teaching and learning in Flemish (Belgium) primary schools. Special attention is paid to widely accepted technology uses by teachers, which is labelled as ‘Institutionalised ICT use’. A questionnaire has been administered to a representative teacher sample (N = 433) in 53 Flemish primary schools. Factor analyses and multilevel hierarchical regression analyses have been conducted. The results of the multilevel analysis show that ‘Institutionalised ICT use’ should not only be considered as a teacher phenomenon but also as a school phenomenon. The null model shows that about 14% of the variance in ICT use of teachers is due to between-school differences. In a final model, the variables ‘ICT professional development’, ‘ICT competences’, ‘developmental educational beliefs’, and ‘schools' ICT vision and policy’ showed a positive association with ‘Institutionalised ICT use’.     

Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005–2011

The purpose of this study was to reveal barriers encountered by Turkish primary school teachers in the integration of ICT, to propose potential enablers to overcome those barriers, and to compare the current status of ICT integration (in 2011) with the status of ICT integration in 2005. Part of the data for this comparison was gathered in 2005 as part of a doctoral study by Goktas (2006). A survey design was used to investigate the barriers and enablers. Data were collected from 1373 teachers from 52 schools in 39 provinces. The results indicate that ‘lack of hardware’, ‘lack of appropriate software materials’, ‘limitations of hardware’, ‘lack of in-service training’, and ‘lack of technical support’ were the most important barriers. The highest ranked enablers were ‘allocation of more budget’, ‘allocation of specific units for peer support’, ‘allocation of support offices and personnel for teachers’, and ‘offering higher quality pre-service training for ICT’. Other leading enablers were ‘supporting teachers to enable effective ICT use’, ‘having technology plans’, ‘offering higher quality and more quantity of in-service training’, and ‘designing appropriate course content/instructional programs’. Analysis of an independent t-test revealed that most barriers showed significant differences and most enablers showed moderate or low differences between teachers' perceptions of their situation in 2005 and in 2011.     

Critical success factors for motivating and sustaining women's ICT learning

Information Communication Technology (ICT) has changed the way people think, behave, communicate, and work. As a result, digital literacy, an essential skill for career development, lifelong learning, freedom of expression and social inclusion, is now one of the most important issues facing women today. The aim of this study was to identify the key factors and the possible mechanisms that motivate middle-aged and older females to acquire and utilize ICT skills. Drawing on Social Cognitive and Social Capital theories, we developed a theoretical model and validated it through Partial Least Squares (PLS) and mediation analyses. A survey was administered to 181 participants in an ICT learning program for digital-illiterate and middle-aged females. 133 responses were available for final analysis. The study revealed that social capital does not directly predict computer self-efficacy but depends on learning satisfaction as a mediator. In other words, unless participants develop a sense of satisfaction in class learning, a high level of social capital may not transfer into a high level of computer self-efficacy. In addition, our study shows that computer self-efficacy mediates the relationship between learning satisfaction and ICT usage, and that ICT usage and social capital both predict increases in subjective well-being. ICT utilization plays an important role in the well-being of the middle-aged and older females who often are unable to use ICT regularly due to their cultural roles. This study provides practical implications for the delivery of ICT training programs for females and other under-privileged groups.     

Workers and Their Willingness to Learn: Will ICT‐Implementation Strategies and HRM Practices Contribute to Innovation?

The article deals with the relationship between the willingness of workers to acquire ICT‐competences), the ICT‐implementation strategy (to ‘automate’ or ‘to informate’) pursuit by organizations and the HRM practices used by them. Based on a simple conceptual model, we tested three hypotheses: the more extended the use HRM practices in organizations, the more often workers will work in a work setting based on an informated ICT implementation strategy; an informated ICT implementation strategy will lead to a higher willingness of employees to acquire ICT‐related competences; the effect of an informated ICT‐strategy on the willingness to acquire ICT‐related competences will be higher than that of the HRM‐practices. To test these hypotheses, we used a survey of 733 Dutch employees working with ICT devices. Our analysis gives some partial support to the first two hypotheses, but the third is rejected by the data: ICT‐implementation strategies and some HRM‐practices have an independent effect on the willingness to acquire ICT‐compentences.     

Medicoscapes: notes on effects of media ubiquity – The Somaliland Telemedical System for Psychiatry

The article presents theoretical comments on the theme of ‘media ubiquity’, as an introduction to the presentation of an information and communication technology ‘4’ development (ICT4D)project in the Republic of Somaliland: The Somaliland Telemedical System for Psychiatry. This project is based on use of resources of the global civil society emerging in global ‘transformations’ related to migration, media and ‘the social work of the imagination’. Whereas much new media debate departs from the assumption of media ubiquity affecting our notions of reality, the article will attempt a different perspective. It will ponder issues of collective imagination as exerted by way of such effects, i.e. in cultural forms that emerge out of media-roles in the ‘complex connectivity’ in globalisation processes.     

Natural,practical and social contexts of e‐learning: a critical realist account for learning and technology

Much of the research in educational technology with a primary concern over how technology enhances learning has been criticized as privileging the immediate learning settings over the other dimensions of learners’ social life and the wider social and economic contexts in which learning and technology are located. The ability to develop a rich understanding of learning and technology in various contexts requires careful use of theory that might enable ‘looking beyond learning’. To meet this need, this paper proposes the use of a critical realistic account of learning and technology, in particular Margaret Archer's ‘three orders of reality’ and ‘personal Identity’. Drawing on an empirical case study for illustration, the paper argues that such an approach offers a ‘way out’ to unpack the relationship between learning and technology through a deep exploration of the interrelationship between individual practices of learning, with or without technology, and the bigger picture of how learning intervenes in other dimensions of social life and how other contexts come into play in learning settings.     

Disruptive information system innovation: the case of internet computing

Abstract. Information system (IS) innovation can be defined as a novel organizational application of digital computer and information communication technologies (ICT). This paper discusses how modalities of applying ICT technologies in their form and scope exhibit radical breaks, which are introduced herein as ‘disruptive IS innovations’. This notion of disruptive IS innovation is developed by drawing upon and extending Swanson's (1994) theory of IS innovation as well as the concept of radical innovation. Disruptive innovations strongly influence the future trajectory of the adoption and use of ICT in organizational contexts and make the trajectory deviate from its expected course. In doing so, these disruptive innovations distinctly define what an IS is and how it is deployed in order to address current and future organizational and managerial prerogatives. Such changes are triggered breakthroughs in the capability of ICT that lead to the revision and expansion of associated cognitive models (frames) of computing. Disruptive IS innovations are those that lead to changes in the application of ICT that are both pervasive and radical. The pervasive nature implies that innovative activity spans all innovation subsets of the quad‐core model of IS innovation introduced herein. Innovation types include: IS use and development processes; application architecture and capability; and base technologies. Radical in nature, disruptive is innovations depart in significant ways from existing alternatives and lead to deviation from expected use and diffusion trajectory. This paper demonstrates the importance of a concept of disruptive IS innovation by investigating how changes triggered by internet computing (Lyytinen et al., 1998) meet the conditions of a disruptive IS innovation defined herein. The analysis also affirms both the pervasive and radical nature of internet computing and explains how internet computing has fundamentally transformed the application portfolio, development practices and IS services over time. The analysis demonstrates that, with the concept of disruptive IS innovation, we can fruitfully analyse ‘long’ waves of ICT evolution – an issue that has largely been overlooked in the IS community. On a theoretical plane, the paper advocates the view that we need to look beyond linear, unidirectional, and atomistic concepts of the diffusion of IS innovations where innovative activity takes places in a linear fashion by oscillating between small technological innovations and small organizational innovations. In contrast, IS innovation can exhibit fundamental discontinuity; we need to theoretically grasp such disruptive moments. The recent influx of innovation, spurred by internet‐based technology, offers one such moment.     

A five-year study of on-campus Internet use by undergraduate biomedical students

This paper reports on a five-year study (2005–2009) of biomedical students’ on-campus use of the Internet. Internet usage logs were used to investigate students’ sessional use of key websites and technologies. The most frequented sites and technologies included the university’s learning management system, Google, email and Facebook. Email was the primary method of electronic communication. However, its use declined over time, with a steep drop in use during 2006 and 2007 appearing to correspond with the rapid uptake of the social networking site Facebook. Both Google and Wikipedia gained in popularity over time while the use of other key information sources, including the library and biomedical portals, remained low throughout the study. With the notable exception of Facebook, most ‘Web 2.0’ technologies attracted little use. The ‘Net Generation’ students involved in this study were heavy users of generalist information retrieval tools and key online university services, and prefered to use externally hosted tools for online communication. These and other findings have important implications for the selection and provision of services by universities.     

Temporal enactment of resettled refugees' ICT‐mediated information practices

“In this paper, we explain how resettled refugees use information and communication technology (ICT) to respond to their changed circumstances and, in doing so, enhance their well‐being and effective participation in a new society. Focusing on three modes of ICT‐mediated information practices (ie, orienting, instrumental, and expressive), we identify eight patterns of ICT use: learning about a new environment, keeping informed, transacting online, communicating with others, managing everyday life, sustaining support networks, maintaining transnational ties, and expressing cultural identity. Further, we draw on a temporal theory of human agency to explain how current dilemmas and contingencies, cultural identities and connections to the past, and future expectations and aspirations shape resettled refugees' enactment of these patterns of ICT‐mediated information practices. We show that, as resettled refugees move between multiple and overlapping temporal‐relational contexts, ICT use makes a difference to managing their bifurcated lives.”     

Collaborative learning in environments with restricted access to the internet: Policies to bridge the digital divide and exclusion in prisons through the development of the skills of inmates

The deprivation of freedom for the prisoners, involves not only physical isolation, but also digital, which implies a strong isolation particularly painful in an “information society”. Spanish prison population is deprived of access Internet and all ICT that could contact inmates with outdoor life, this is mainly due to security issues. Not having enough ICT skills is a new cause of social exclusion. The objective of this research was to identify the key issues which should be focused by policy makers to avoid digital divide among prison population. A survey among inmate population in all the five penitentiary centers in Galicia, in the northwest of Spain, was undertaken to obtain a sample of 380 inmates. A Structural Equation Model (SEM) was carried out to explain prisoners’ ICT Skills, in bias to inmate’s social skills, general skills and attitude towards collaborative learning. For inmates, who are characterized by their low education level, results shown the relevance of having general and social skills to be able to have more ICT skills. Then, collaborative learning in prison it is shown as a way to bridge both walls: the physical (better reinsertion and no recidivism) and the digital one.     

Students' perceptions of ICT-related support in teaching placements

Abstract Recent research has shown that students' use of information and communications technology (ICT) on teaching practice is necessary for effective future use of ICT in the classroom. However, this paper reports that there are a number of factors affecting the use of ICT by student-teachers in their school placements. All 110 student-teachers attending one university's eight Postgraduate Certificate in Education (PGCE) courses completed a questionnaire on their attitudes to ICT in learning and teaching and their initial experiences of the application of ICT in schools. In-depth interviews with the student-teachers, as well as univer-sity tutors and teachers, revealed a range of issues that reflected how student-teachers perceive their school-based ICT training and what they think could improve their experiences. Recommendations are offered for the improvement of the ICT school experiences for student-teachers until teacher training is completed and improved ICT infrastructure is in place in schools. The overriding conclusion is that schools must be supported and resourced properly, and teachers must have effective ICT training, before improvements in school-based ICT development for student-teachers can be achieved.     

Factors contributing to adoption and use of information and communication technologies within research collaborations in Kenya

Use of information and communication technologies (ICTs) to support research work is becoming increasingly common. This study set out to establish how ICTs are being used to support collaborative research in Kenya, and identify factors within the ICT ecosystem that contribute to their adoption and use. A mixed methods research design, involving 248 academic scientists in 4 disciplines across 4 major Kenyan universities, was employed. We find little diversity in forms of ICTs used to support collaborative research within the studied population. Several factors affect adoption and use practices, including availability and access to ICT resources, nature of the work, national and institutional ICT and research environments and the social cultural practices of researchers. We explain our findings using Venkatesh et al.’s Unified Theory of Acceptance and Use of Technology model, which identifies four main constructs that affect adoption of technology such as performance expectancy, effort expectancy, facilitating conditions and social influence.