Factors Affecting Teachers’ Use of ICT

Journal of Information Technology for Teacher Education, Vol. 9, No. 3, 2000 319
Factors Affecting Teachers’ Use of Information and Communications Technology: a review of the literature
BY SHAZIA MUMTAZ

Factors that Prevent Teachers from Using Technology
A number of early studies investigated why teachers do not use computers in their teaching (Rosen & Weil, 1995; Winnans & Brown, 1992; Dupagne & Krendl, 1992; Hadley & Sheingold, 1993). Not surprisingly they found a list of inhibitors:

• o lack of teaching experience with ICT;
• o lack of on-site support for teachers using technology;
• o lack of help supervising children when using computers;
• o lack of ICT specialist teachers to teach students computer skills;
• o lack of computer availability;
• o lack of time required to successfully integrate technology into the
• curriculum;
• o lack of financial support.

Evans-Andris (1995) summarised three styles of computing use among teachers: avoidance, integration and technical specialisation. These styles play a significant role in student access to computer technology. Her study evolved over an 8-year period in the elementary schools of a large metropolitan area. The dominant style of computing among teachers was
that of avoidance. Here teachers typically distanced themselves from computers and otherwise reduced the amount of time they spent attending to computer-related activities. Their pupils had limited and repetitive use of software intended for drill and practice or word processing. Generally these teachers sustained a low level of interaction with students while they worked
with computers. In contrast, teachers engaged in ‘integration’ generally embraced computers. They integrated the technology into their teaching methods and curriculum, their working day, and the learning experiences of students. They selected drill and practice software based on curricular goals and the needs of their students. In addition they introduced a broad range
of computer applications and developed creative and engaging projects that integrated computer activities with more normal instruction. As in integration, teachers engaged in ‘technical specialisation’ embraced computers and viewed the technology as a challenge. These teachers promoted computers in their schools and their activities relating to computing typically demonstrated strong teaching methods such as consistent use, preparation, and delivery of planned lessons involving the computer. During lessons they generally integrated the computers rather than using them to supplement the traditional curriculum. They also focused their efforts on teaching students about the technical aspects of the computer.

Robertson et al (1996) argued that teachers’ resistance to computer use was divided into several broad-based themes:

• o resistance to organisational change;
• o resistance to outside intervention;

FACTORS AFFECTING TEACHERS’ USE OF ICT

• o time management problems;
• o lack of support from the administration;
• o teachers’ perceptions;
• o personal and psychological factors.

They carried out a study that looked at the information technology (IT) skills of staff and Year 8 students in a secondary school prior to receiving personal palmtop computers after a short acquaintance with them. Access to the palmtop increased the staff’s use of generic 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 professional development in the use of the palmtop and in ICT in general. Students learned about the main content-free applications relatively quickly and used them frequently. (Content-free software aims to represent flexible tools
which can be shaped by teachers or learners to suit their needs; such as word processors, desktop publishers and databases.) This study, like many others, concluded that there is a need for adequate and careful training so that teachers become aware of the range of uses and possible benefits of ICT.