Examining Factors That Influence Teachers to Adopt Information and Communication Technology in Rural Secondary Schools: An Empirical Study

Autor/inn/en	Zenda, Rekai; Dlamini, Reuben
Titel	Examining Factors That Influence Teachers to Adopt Information and Communication Technology in Rural Secondary Schools: An Empirical Study
Quelle	In: Education and Information Technologies, 28 (2023) 1, S.815-832 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zenda, Rekai) ORCID (Dlamini, Reuben)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11198-y
Schlagwörter	Information Technology; Rural Schools; Teacher Attitudes; Secondary School Teachers; Technology Integration; Faculty Development; Technological Literacy; Pedagogical Content Knowledge; Teaching Methods; Instructional Effectiveness; Feedback (Response); Educational Change; Learning Processes; Student Centered Learning; Computer Mediated Communication; Teacher Collaboration + Suchen Sie Ihr Suchwort? Informationstechnologie; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerverhalten; Technisches Wissen; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Bildungsreform; Learning process; Lernprozess; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Computerkonferenz; Lehrerkooperation
Abstract	Information and Communication Technology (ICT) has undoubtedly forms an important channel for improving student learning through continuous access to information and knowledge development. Evidence suggests that teachers in rural secondary schools are still unclear about how to use technology appropriately to facilitate particular approaches to educational practice. Quantitative research method and the modified "Unified Theory for Acceptance and Use of Technology" (UTAUT) model were used to investigate factors that influence teachers to adopt ICT in rural secondary schools. A closed questionnaire was used as a data collection instrument and the data was analysed using descriptive statistics techniques. The results show that opportunities such as ICT infrastructure, training policy, collaboration, ICT assessments and ability to communicate using ICT influence teachers' adoption of ICT and make teaching and learning effective. ICT assessments facilitate the recording of responses, provide necessary feedback, empower teachers and students and transform teaching and learning processes from being teacher-centered to student-centered. Furthermore, communication platforms and collaboration models if implemented might be particularly effective in generating increased participation and improve learning outcomes. The ICT training policy guide teachers in the adoption of ICT in the classroom. Evidently, it is essential to adequately develop teachers' ICT fluency and put in place appropriate ICT infrastructure and training policy to enhance teaching and learning practices in rural secondary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01