ICT Integration in Fiji Schools: A Case of In-Service Teachers

Autor/in	Nath, Sangeeta
Titel	ICT Integration in Fiji Schools: A Case of In-Service Teachers
Quelle	In: Education and Information Technologies, 24 (2019) 2, S.963-972 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nath, Sangeeta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-018-9803-6
Schlagwörter	Foreign Countries; Information Technology; Technology Integration; Inservice Teacher Education; Teacher Attitudes; Barriers; Technological Literacy; Recordkeeping; Access to Computers; Educational Finance; School Location; Fiji + Suchen Sie Ihr Suchwort? Ausland; Informationstechnologie; Lehrerfortbildung; Lehrerverhalten; Technisches Wissen; Leistungsnachweis; Bildungsfonds; Schulgelände; Fidschi
Abstract	This study focuses on a group of in-service teachers in a teacher training institute in Fiji. In-service teachers in this context of study refer to full time teachers who are enrolled in teacher training institutes and take up part-time studies. The study aims to examine the in-service teachers' experiences on ICT (Information and Communication Technology) integration in the school curriculum and their perceptions on the barriers that prevent teachers from using ICT in the classroom. It also looks at teachers' ICT qualification to see if they have any ICT background. A validated questionnaire, which was pre-tested on pre-service teachers, was administered to 30 in-service teachers who were selected from rural, urban and remote schools. The findings indicate that majority of the teachers do not have ICT background but are able to use technology in their everyday lives and use it for mandatory record keeping purposes. However, according to the teachers, barriers such as limited access to computers, lack of funding, sporadic electricity and lack of ICT related polices and training often limit successful integration of ICT in the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01