Barriers to Utilizing ICT in Education in Jordan

Autor/inn/en	Alkhawaldeh, Nayef Ibrahim; Menchaca, Michael
Titel	Barriers to Utilizing ICT in Education in Jordan
Quelle	In: International Journal on E-Learning, 13 (2014) 2, S.127-155 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-2456
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; Barriers; Access to Computers; Case Studies; Qualitative Research; Technology Integration; Public Schools; Interviews; Secondary School Teachers; High School Students; Administrator Attitudes; Teacher Attitudes; Student Attitudes; Stakeholders; Observation; Single Sex Schools; Data Analysis; Self Esteem; Computer Attitudes; Resistance to Change; Motivation; Best Practices; Teacher Competencies; Government Role; Time Factors (Learning); Educational Administration; Computer Literacy; Teacher Transfer; Intention; Social Influences; Jordan + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Case study; Fallstudie; Case Study; Qualitative Forschung; Public school; Öffentliche Schule; Interviewing; Interviewtechnik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrerverhalten; Schülerverhalten; Beobachtung; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Auswertung; Self-esteem; Selbstaufmerksamkeit; psychologische; Motivation (psychologisch); Lehrkunst; Bildungsverwaltung; Schuladministration; Schulverwaltung; Computerkenntnisse; Lehrerversetzung; Sozialer Einfluss
Abstract	This study explored barriers to utilizing information and communication technologies (ICT) for teaching and learning in the country of Jordan as indicated by participating stakeholders: students, teachers, and administrators. Jordan is a developing country in the heart of the Middle East with both tremendous opportunity as well as significant challenges. In the area of education, this study investigated ICT barriers through an interpretative case study, the Jordanian Education Initiative. The study relied on the technology-to-performance chain (TPC) model as a conceptual research framework in a qualitative analysis. Fifteen barriers were identified based on this analysis. Twelve barriers were directly attributed to utilization factors proposed by the TPC model that were in turn viewed as barrier factors (expected consequences and affect toward use, habit, social norms, and facilitating conditions). A significant number of barriers were related to "facilitating conditions," a category that placed significant responsibility on the Ministry of Education to offer increased resources and opportunities to facilitate the process of integrating technology into education in Jordan. Although barriers were significant, the paper recommended additional institutional support for the JEI and increased technical and pedagogical training for teachers. The study also provided policy recommendations and suggestions for further research. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10