Between School Factors and Teacher Factors: What Inhibits Malaysian Science Teachers from Using ICT?

Autor/in	Ahmad, Tunku Badariah Tunku
Titel	Between School Factors and Teacher Factors: What Inhibits Malaysian Science Teachers from Using ICT?
Quelle	In: Malaysian Online Journal of Educational Technology, 2 (2014) 1, S.1-10 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2289-2990
Schlagwörter	Foreign Countries; Science Teachers; Technology Uses in Education; Barriers; Performance Factors; Secondary School Teachers; Teacher Surveys; Questionnaires; Likert Scales; Factor Analysis; Use Studies; Correlation; Teacher Attitudes; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Leistungsindikator; Fragebogen; Likert-Skala; Faktorenanalyse; Benutzerschulung; Korrelation; Lehrerverhalten
Abstract	Despite the Malaysian government's efforts to increase the use of ICT in school, teachers' uptake of the technology remains slow and dismal. In this study, teachers' perceptions of the barriers that inhibited their use of ICT in the science classroom were explored. One hundred and fifty-one (N = 151) science teachers from selected secondary schools in Kuala Lumpur and Selangor took part in the survey. Teachers' perceptions of the barriers were captured using a self-developed questionnaire consisting of 27 Likert-type items. The questionnaires were administered with the help of school principals. Principal components analysis (PCA) with Promax rotation extracted four underlying dimensions of barriers to ICT use, namely teachers' self-handicapping thoughts, school support, attitude toward ICT use, and negative beliefs about ICT use. Three of these factors were teacher related. Self-handicapping thoughts emerged as the largest inhibitor, explaining about 38.2% of teachers' lack of ICT utilization in the science classroom. The results corroborated previous findings that teacher factors tend to outweigh school factors in hampering teachers' uptake of technology. (As Provided).
Anmerkungen	University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. e-mail: info@mojet.net; Web site: http://www.mojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01