Factors Affecting School Administrators' Choices in Adopting ICT Tools in Schools--The Case of Malaysian Schools

Autor/inn/en	Singh, Termit Kaur Ranjit; Muniandi, Kalaivani
Titel	Factors Affecting School Administrators' Choices in Adopting ICT Tools in Schools--The Case of Malaysian Schools
Quelle	In: International Education Studies, 5 (2012) 4, S.21-30 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Performance Factors; School Administration; Administrator Attitudes; Administrative Policy; Administrative Principles; Adoption (Ideas); Technology Uses in Education; Technology Integration; Technology Planning; Selection Criteria; Barriers; Qualitative Research; Interviews; Observation; Transcripts (Written Records); Computer Use; Change Strategies; Educational Change; Elementary Secondary Education; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Leistungsindikator; Ideas; Ideenfindung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Selection criterion; Auslesekriterium; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung; Lösungsstrategie; Bildungsreform
Abstract	The Malaysian Government has introduced various initiatives to facilitate the greater adoption and diffusion of ICT to improve capacities in the education system. Due to the extensive investment, schools are expected to utilize and integrate ICTs in administrative tasks, teaching and learning and general running of schools. This study was set out to examine the various factors that influence the use of ICT tools by the school administrators, to identify the process used to select adequate and suitable hardware and software to be utilized in schools and to identify the barriers to technology integration. The findings show the factors that influence the use of ICT tools in schools are willingness of teachers, high level of knowledge and skills, cooperation among teachers, easier and more effective completion of task, high level of trust and confidence placed on the teachers and importantly the good and regular maintenance of hardware and on-site support. This study also finds that lack of facilities, insufficient time to master and apply knowledge due to heavy teaching hours and attitudes of teachers who are not willing to change are the barriers to technology integration. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01