This article reports on the literature associated with practising teachers' uptake of information and communications technology (ICT). Studies reveal a number of factors which influence teachers' decisions to use ICT in the classroom: access to resources, quality of software and hardware, ease of use, incentives to change, support and collegiality in their school, school and national polices, commitment to professional learning and background in formal computer training. The review highlights the role of pedagogy and suggests that teachers' beliefs about teaching and learning with ICT are central to integration. It is suggested that successful implementation of ICT needs to address three interlocking frameworks for change: the teacher, the school and policy makers.

Factors affecting teachers' use of information and communications technology: a review of the literature

Meta-analyses were performed including 26 studies conducted between 1992–2002 focused on the comparison between K–12 students writing with computers vs. paper-and-pencil. Significant mean effect sizes in favor of computers were found for quantity of writing (d=.50, n=14) and quality of writing (d= .41, n=15). Studies focused on revision behaviors between these two writing conditions (n=6) revealed mixed results. Others studies collected for the meta-analysis which did not meet the statistical criteria were also reviewed briefly. These articles (n=35) indicate that the writing process is more collaborative, iterative, and social in computer classrooms as compared with paper-and-pencil environments. For educational leaders questioning whether computers should be used to help students develop writing skills, the results of the meta-analyses suggest that on average students who use computers when learning to write are not only more engaged and motivated in their writing, but they produce written work that is of greater length and higher quality.

The Effect of Computers on Student Writing: A Meta-analysis of Studies from 1992 to 2002

The use of educational technology by Hong Kong primary school teachers has been realized by the government’s long-term support to the technology infrastructure, professional training, technical support, and development of teaching resources in local primary schools. However, the high adoption rate may not reflect the willingness of teachers to accept technology for educational purposes. Presently, there is no existing research investigating in-service primary teachers’ technology acceptance in Hong Kong. The aim of this study is to investigate teachers’ acceptance of technology and the influencing factors behind their acceptance. This study takes a quantitative approach to investigate 185 primary teachers in Hong Kong using Structural Equation Modeling on a customized Technology Acceptance Model. The results suggest that contrary to common belief, perceived ease of use and perceived usefulness of the technology have little influence on behavioral intention of use in our research context. Rather, a pragmatic consideration of facilitating conditions is found to be a strong dominating factor. A context-specific interpretation of the results is provided. Implications on school policy are also discussed to provide insights for the development of educational technology.

The Behavioral Intentions of Hong Kong Primary Teachers in Adopting Educational Technology.

The purpose of the research was to investigate the effect of selected personal, school, and district factors on K-3 teachers' confidence in their ability to implement computer-based instruction in two conditions: before (N = 128 teachers) and after an infusion of Information Technology (IT) (N = 135 teachers). Increased IT resources changed the strength and structure of teachers' confidence: Confidence in teaching various student uses of the computer increased and the sources of information that teachers used to determine their expectations changed as teachers used the technology. The strongest predictors of teaching confidence were teacher cognitions, especially confidence in personal computing skills. Other personal variables (frequency of personal computer use, gender, teaching experience, and computer ownership) dropped out of the regression equations when teacher cognitions were introduced. After the IT infusion, but not before, self-reported instructional practice and contextual factors (shared sens...

Predictors of Teachers' Confidence in Their Ability To Implement Computer-based Instruction

This article reports on preliminary findings from an ongoing study of teaching and learning in a ubiquitous computing classroom. The research employed mixed methods and multiple measures to document changes in teaching and learning that result when teachers and students have access to a variety of digital devices wherever and whenever they need them. It identifies ways in which ubiquitous computing environments can support both individual and social construction of knowledge, and the role that unique representations of knowledge supported by a variety of ready-at-hand digital devices can play in such support.

Ubiquitous Computing and Changing Pedagogical Possibilities: Representations, Conceptualizations and Uses of Knowledge:

This paper presents a snapshot of the IT skills of staff and Year 8 students in a secondary school prior to their receiving personal palmtop computers and after a short acquaintance with them. Previously, most staff made relatively little use of the knowledge they had of ‘content-free’ computer applications in their school work, whereas students had little knowledge of such applications. Access to the palmtop, however, increased the staff's use of such applications in their work, particularly for administration (e.g. class registers and assessment scores). A minority of staff remained unconvinced about the potential of the computer and many were dissatisfied with the amount and quality of INSET in the use of the palmtop and in IT in general. The students learned about the main content-free applications relatively quickly and used them frequently. The report highlights the need for adequate and careful training so that teachers become aware of the range of uses and possible benefits of IT.

Pupils, teachers & Palmtop computers

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Pupils, teachers & Palmtop computers