Exploring the Influence of Educators' Access to and Attitudes towards Educational Technology on the Use of Educational Technology in Johannesburg Schools

Autor/inn/en	Daya, Avika; Laher, Sumaya
Titel	Exploring the Influence of Educators' Access to and Attitudes towards Educational Technology on the Use of Educational Technology in Johannesburg Schools
Quelle	In: Africa Education Review, 17 (2020) 1, S.159-180 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daya, Avika) ORCID (Laher, Sumaya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2018.1490154
Schlagwörter	Foreign Countries; Educational Technology; Technology Integration; Teacher Attitudes; Computer Attitudes; Information Technology; Access to Computers; Lesson Plans; Positive Attitudes; Interpersonal Communication; Computer Mediated Communication; South Africa (Johannesburg) + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Lehrerverhalten; Informationstechnologie; Lesson planning; Unterrichtsplanung; Interpersonale Kommunikation; Computerkonferenz
Abstract	The South African "White Paper on E-education." "Transforming Learning and Teaching through Information and Communication Technologies" emphasises the need to integrate educational technology (Et) in classrooms. Yet, the situation in practice indicates that effective integration has not occurred. This article reports on a study that used a quantitative, cross-sectional design to explore the role of educators' access and attitudes towards ET in understanding the use and integration of Et in classrooms. Hence, a convenience sample of 119 educators from schools in Johannesburg, South Africa, completed a questionnaire consisting of a demographics section, the Attitudes towards computer Scale (AtcS), and the Information and communication technology Survey (IctS). The results were analysed using descriptive statistics and multiple regressions. From the results it was evident that educators had differential access to Et at school and at home. Generally, the educators reported positive attitudes to Et particularly as it pertained to the usefulness of Et in the classroom. Furthermore, the results indicated that educators' access and attitudes significantly predicted their use and integration of Et in classrooms. Differential patterns of use and integration were found across teaching and learning, lesson planning, communication with parents and learners and personal communication. The findings suggest that interventions to improve the uptake of ET should consider access and attitudes as core constructs which influence Et use and integration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01