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A theoretical framework mapping barriers of integrating and adopting educational technology
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In the field of educational technology, a decades-long research question is: what barriers exist in integration and adoption of information and communication technology (ICT) in education educational technology? The intensity of integration and the rate of adoption are significantly low and the interdependencies of barriers within the complex education system are under-represented in the existing categorization of the barriers. So, based on an interest in re-categorizing, mapping, and analyzing the barriers from a transformative paradigm, this study builds on a hermeneutic method of review on 228 peer-reviewed articles. Existing categorizations of barriers are identified and an analysis is conducted to establish a macro-meso-micro level approach as a theoretical framework representing the education system and its external environment. A second analysis identifies, maps, and analyzes the barriers in existing literature by using the theoretical framework. The paper manifests that the macro level’s (national) pre-set goals conflict with expectations from the meso level’s (institutional) educational technology integration. Moreover, factors at the macro and meso levels influence the micro-level (individual) adoption decision. Instead of “system blame” or “individual blame”, an integration and adoption approach should consider national holistic view for careful strategic changes in policies, procedures, and practices at each decision level of the educational system and related external systems.
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... Relativamente ao impacto da variável género, não foi encontrada evidência de diferenças estatisticamente significativas nos índices de autoeficácia e de utilização das tecnologias, o que encontra correspondência com estudos recentemente desenvolvidos sobre a utilização das tecnologias pelos professores (Norris, et al., 2003;Pedro, 2011;Pedro & Santos, 2012;Piedade, 2010;Piedade & Pedro, 2011;Yukselfturk & Bulut, 2009 (Baek, Jung & Kim, 2008;Russel et al., 2007;Wong & Li, 2008), este estudo não detetou similar importância, encontrando-se em linha com estudos desenvolvidos por vários outros autores (Granger et al., 2002;Pedro, 2011;Pedro & Piedade, 2013;Pedro & Santos, 2012;Piedade, 2010;Piedade & Pedro, 2011; a melhorar e incrementar as suas performances profissionais (Maki, 2008;Zainally, 2008 (Alves, et al., 2013;Paiva, 2002;Pedro, 2011;Pedro & Santos, 2012;Piedade, 2010;Piedade & Pedro, 2011;Vaz, 2012 integração curricular e no suporte ao trabalho dos alunos em sala de aula (Alves et al., 2013;Paiva, 2002;Pedro, 2011;Pedro & Santos, 2012;Piedade, 2010;Piedade & Pedro, 2011;. Estudos internacionais têm apontado, igualmente, no mesmo sentido, sinalizando que os docentes utilizam sobretudo ferramentas como o processador de texto, software de criação de apresentações eletrónicas, o email e a internet nas suas tarefas diárias (Bebell, Russell & O'dwyer, 2004;Tezci, 2010;Tondeur, Hermans, van Braak & Valcke, 2008 A formação, ou a falta dela, tem sido recorrentemente apontada em vários estudos quer a nível internacional (Bravo & Fernandez, 2009;Fregonesis, 2006;Judge, 2013;Khalid & Buus, 2014;Khan et al., 2012;Kler, 2015;Lawless & Pellegrino, 2007;Wachira & Keengwe, 2010) como a nível nacional (Brito et al., 2004;Costa & Viseu, 2007;Moreira, Loureiro e Marques, 2005;Paiva, 2002;Paiva et al., 2006;Pedro, 2011;Piedade, 2010;Piedade & Pedro, 2011 Deste modo, as escolas devem garantir o acesso às tecnologias a todos os alunos, independetemente das suas origens socioeconómicas, e desenvolver esforços para a integração destas nas atividades escolares em sala de aula, sempre que possível articuladas com as tarefas educativas que os alunos podem desenvolver em casa com suporte das tecnologias digitais (Vekiri, 2010). ...
... A falta de formação é talvez o fator mais referido pelos professores em vários estudos sobre as tecnologias em contexto educativo. Esta constatação é válida para investigações mais antigas(Culp, Honey & Mandinach, 2005; Harvey & Purnel, 1995;Hasselbring et al, 2000;Gooler et al., 2000;Norris et al., 2003) e para investigações mais recentes que continuam a referir a importância deste fator(Hedberg 2011;Khalid & Buus, 2014;Kler, 2015;Kopcha, 2010;Means, 2010;Petko et al., 2015;Wachira & Keengwe, 2010).Wachira e Keengwe (2010) referem mesmo que as tecnologias são novas para os professores e que estes não têm experiência na sua utilização educativa. Acrescentam estes autores, que os professores necessitam de desenvolver conhecimentos e competências para a sua utilização educativa e isso só se consegue com a experimentação e o envolvimento em iniciativas de formação. ...
... Os fatores identificados vão desde a disponibilidade de equipamento tecnológico e apretrechamento das escolas, às políticas e programas de incentivo à utilização das tecnologias, à gestão escolar e projetos de escola, passando pela formação em tecnologias digitais e às crenças de autoeficácia dos professores. Nesse sentido, vários autores têm procurado agrupar os fatores condicionantes à utilização das tecnologias em contexto escolar em três dimensões ou categorias: a) nível macro, ligado ao sistema educativo, aos ministérios da educação, suas políticas educativas e programas de incentivo; b) nível meso, dimensão institucional, envolvendo as políticas e projetos de escola, disponibilidade de recursos, visão estratégica e cultura de escola; e c) nível micro, de índole pessoal, associado às práticas, crenças e competências de professores, alunos e demais comunidade(Barbera, Gros & Kirschner, 2012;Costa., et al., 2009 Costa., et al., , 2009bKler, 2015;Khalid & Buus, 2014;Moreira, Loureiro & Marques, 2005;Paiva, 2002;Pelgrum, 2001;Piedade, 2010;Pedro, 2011;Petko, Egger, Cantieni & Wespi, 2015;Pedro & Piedade, 2013;Piedade & Pedro, 2011.Pedro (2011) procurou sistematizar os fatores condicionantes ou potenciadores da integração das tecnologias em contexto educativo organizando-os em quatro níveis de análise:(i) nível macrossistémico: com uma dimensão societal e onde se integram elementos relacionados com as ideologias sociopolíticas, sistema de crenças e formas de organização social estabelecidas; inserem-se neste domínio fatores de âmbito conjuntural, diretamente relacionados com o sistema e as políticas educativas; (ii) nível exossistémico: relacionado com fatores de âmbito institucional, isto é, ligados às dinâmicas organizacionais das instituições escolares, considerando as definições e medidas assumidas no seio das escolas;(iii) nível mesossistémico: associado a fatores comuns à classe docente, ao corpus profissional de que cada professor faz parte e que determina elementos comuns a todos os professores, nomeadamente definição dos estatutos da carreira docente, programas de formação para professores, etc., e que exercem influência ao nível do profissionalismo e identidade docente; e (iv) nível microssistémico: organiza-se em torno de elementos associados à dimensão interpessoal-relacional do sujeito, ou seja, o seu sistema de crenças, as suas atitudes, aspirações, motivações, receios, práticas e competências.Num estudo sobre a percepção de professores e gestores sobre os obstáculos à integração das tecnologias no ensino das ciências,Moreira, Loureiro e Marques (2005) organizaram os principais obstáculos à integração e utilização das tecnologias nas escolas nos níveis e dimensões presentes na figura seguinte. Figura 1 -Níveis e categorias de obstáculos à integração das tecnologias no processo de ensino e aprendizagem (adaptado deMoreira, Loureiro & Marques, 2005, p.8) ...
A presente investigação enquadra-se no âmbito do programa doutoral em educação no domínio de especialidade de tecnologias da informação e comunicação na educação e procurou desenvolver conhecimentos sobre a utilização das tecnologias digitais em contexto educativo, em particular pelos diretores escolares e professores do ensino básico e secundário português. Assumiu como objetivos estudar os níveis de proficiência e de utilização das tecnologias digitais pelos diretores escolares e os níveis de utilização das mesmas pelos professores, e de explorar adicionalmente a relação entre estes construtos. Pretende-se, ainda, sistematizar um conjunto de fatores apontados por diretores e por professores como os mais relevantes de considerar no processo de integração das tecnologias em contexto escolar. Assim, procurou-se, numa primeira fase e sob um plano teórico trazer à discussão os conceitos relacionados com o cargo, as responsabilidades e a liderança assumida pelo diretor escolar. Posteriormente, centrou-se a discussão nos papéis, crenças e atitudes dos diretores escolares perante as tecnologias digitais e na identificação dos fatores promotores e inibidores de integração das mesmas em contexto educativo. Estruturado segundo uma abordagem metodológica quantitativa, de cariz descritivo e exploratório, envolveu a recolha de dados junto de 133 diretores escolares e 1908 professores do ensino básico e secundário. O processo de recolha de dados organizou-se com base na aplicação, numa primeira fase, de duas escalas organizadas num único instrumento disponibilizado online, a escala de proficiência e a escala de utilização das tecnologias digitais nas práticas de gestão escolar aos diretores escolares, e numa segunda fase, da escala de utilização das tecnologias digitais nas práticas docentes aplicada aos professores. Os resultados evidenciam que os diretores escolares apresentam scores médios favoráveis de autoeficácia e de utilização das tecnologias nas várias dimensões das suas práticas profissionais. Evidenciam, igualmente, níveis elevados de utilização das tecnologias nas práticas dos professores participantes. A análise comparativa, cruzando os resultados dos diretores com os dos professores, permitiu distinguir as escolas com base em diferentes patamares de nível de proficiência tecnológica evidenciada pelos seus diretores e detetar que, no seio destas, a utilização das tecnologias evidenciada pelos seus professores revela-se semelhante ao nível de proficiência revelado pelo dirigente respetivo. Por último, sistematizou-se um conjunto de fatores sinalizados pelos participantes como relevantes para a promoção da utilização das tecnologias em contexto escolar.
Palavras-chave: Autoeficácia, diretores escolares, professores, utilização educativa das tecnologias, integração das tecnologias.
... Em sentido oposto, em contexto internacional vários têm sido os estudos que se têm dedicado a analisar e produzir evidência sobre o importante papel dos diretores escolares na promoção da integração educativa das tecnologias e da modernização das práticas escolares (ABDULLAH, DEWITT, ALIAS, 2013;AFSHARI, BAKAR, LUAN, AFSHARI, SAY, FOOI, 2010;CAKIR, 2012;ÇAKIR, 2014;DRENT, MEELISSEN, 2008;KHALID, BUUS, 2014;MAKEWA, MEREMO, ROLE, ROLE, 2013;MOOLENAAR, SLEEGERS, 2015;SEYAL, 2015;STUART, MILLS, REMUS, 2009;TONDEUR, KEER, BRAAK, VALCKE, 2008;WONG, KHADIJAH, 2017) Autores como Jacob e Hunter (2004) e Stuart, Mills e Remus (2009) referem que os diretores escolares se encontram sobre uma crescente pressão para a integração das tecnologias nas suas escolas, e que os mesmos devem ser os responsáveis por definir as medidas necessárias para que a modernização das práticas educativas se efetive nos seus contextos escolares. A liderança escolar exercida pelos diretores tem vindo a ser recorrentemente referida em várias investigações como um dos fatores potenciadores da utilização das tecnologias em contexto educativo. ...
... Na mesma linha de pensamento, Asfhari, Bakar, Luan, Asfhari, Say e Foy (2010) apontam a figura do diretor escolar como fator crítico para a transformação tecnológica do currículo escolar, sugerindo a necessidade de ver desenvolvidos programas de formação em liderança transformacional, gestão e tecnologia dirigidos aos diretores escolares. Vários outros autores referem, igualmente, que o diretor escolar deve assumir uma liderança transformacional capaz de promover o envolvimento e compromisso por parte da sua comunidade escolar na direção a uma efetiva adoção e utilização das tecnologias digitais (KHALID, BUUS, 2014;SEYAL, 2015;WONG, LI, 2008). Cakir (2012, p. 279) enuncia que, no âmbito das várias responsabilidades que os diretores escolares assumem, a 'liderança tecnológica' (technology leadership) deve ser, atualmente, uma prioridade. ...
... Esta mesma importância é reconhecida por Stuart, Mills e Remus (2009) quando referem que compete aos líderes escolares a definição das estratégias de mudança que se revelam necessárias nos seus contextos educativos, e que para que essa mudança se instale o seu papel é preponderante. Na mesma linha de argumentação surgem outros estudos desenvolvidos recentemente (CAKIR, 2012;KHALID, BUUS, 2014;PELED, KALID, DORI, 2011;SEYAL, 2015). ...
O presente artigo apresenta os resultados de um estudo desenvolvido em torno da utilização das tecnologias digitais em contexto escolar, em particular, por parte de diretores escolares e professores do ensino básico e secundário Português. Procurou-se, deste modo, analisar os índices de utilização das tecnologias digitais e os níveis de proficiência na utilização das mesmas apresentados pelos diretores e pelos professores nas suas práticas. Organizado com base numa abordagem metodológica de cariz quantitativo, e assumindo uma natureza descritiva e exploratória, o estudo envolveu a recolha de dados junto de 133 diretores escolares e 1908 professores através da aplicação de três escalas self-report. Os resultados reportaram que os diretores escolares apresentam índices médios favoráveis de autoeficácia e de utilização das tecnologias nas suas práticas profissionais. Evidenciaram, igualmente, níveis elevados de utilização das tecnologias por parte dos professores. A análise, cruzando os resultados dos diretores com os dos professores, permitiu agrupar as escolas com base em diferentes patamares considerando o nível de proficiência evidenciada pelos seus diretores e detetar que, no seio destas, a utilização das tecnologias evidenciada pelos seus professores se revela semelhante ao nível de proficiência revelado pelo respetivo diretor.
... Besides the definition and implementation of local policies, that must have a match with the educational policies that are defined in the macro-level, the school principals must assume a transformational leadership role that can be defined as the ability to promote the organization compromise and engagement towards innovation and effective technology adoption (Khalid et al., 2014;Piedade et al., 2014;Seyal, 2015;Wong et al., 2008). ...
... Thus, the importance of leadership and the role of school principals in the process of adopting technologies are highlighted in several studies that emphasise the concept of transformational leadership, understood as an action that promotes commitment and organisational engagement regarding innovation and the actual use of technology (Khalid et al., 2014(Khalid et al., , 2015Piedade et al., 2014;Seyal, 2015;Wong et al., 2008). Moolenaar et al. (2015), referring to the pivotal role of principals, consider that school leaders who develop and are actively engaged in promoting institutional social networks, create better conditions for technological innovation. ...
SAPO Campus (SC) is a web 2.0 service platform, whose aim is to promote collaboration, communication and sharing practices in institutional settings, specifically in educational contexts. Since 2012, a group of schools has promoted the institutional adoption of SC. Taking into account the fact that this is an intentional process as institutions support the platform's adoption, a study was carried out in order to identify the involvement strategies used by principals and school leaders when adopting this technology. Based on a literature review, which included several studies dealing with involvement strategies and how they connect to institutional leadership, an interview was designed not only to understand the strategies used throughout each adoption process, but also their effectiveness. Our research approach also valued the issues related with the continuous and sustainable use of the SAPO Campus platform in terms of the strategies designed and implemented by the schools' principals. The content of these interviews was then analysed, making it possible to establish that, overall, the general outcomes are aligned with the results found on previous research, even though it was possible to identify other strategies used throughout the technology adoption process.
... This article investigates the translation of digitalisation policy into higher education (HE) institutional policy. The relationships between dimensions at the macro (societal, international and global focus), meso (organisational and institutional focus), and micro level (individual focus) provide the broader context for our study (Khalid & Buus, 2014;Tømte et al., 2019). The digitalisation policies of HEIs must address the political objectives laid out by government policy. ...
... It is evident that studies on the digital divide, digital exclusion, and barriers to ICT adoption in higher education deal with the same factors, but these are experienced differently in the different contexts. Khalid and Buus (2014) reviewed the categorization of barriers to the adoption and integration of ICT in education and found that the same factors that lead to digital exclusion in HE can also be categorized according to 1. the individual (micro-), institutional (meso-), and national (macro-) level of the education system and the education system's external factors, 2. extrinsic, or first-order, and intrinsic, or second-order, exclusion, 3. material and non-material exclusion, 4. direct and indirect exclusion, and 5. teacher-level exclusion and institution-level exclusion. Such categories enable a better understanding of the nature of digital exclusion. ...
The integration and adoption of digital technologies have enabled improving the quality of and inclusion in higher education. On the contrary, a significant proportion of the population has either remained or became digitally excluded, who demand greater attention. This systematic literature review elucidates the factors underlying the concept of digital exclusion in the context of higher education. The identified factors are grouped into three categories: social exclusion (i.e. low income, ICT-avoidance as the norm, lack of motivation and commitment, and physical or mental disability), digital exclusion (includes, hardware device and Internet services) and accessibility (includes, rural versus urban, and ICT literacy and information literacy. These factors are multi-tier and overlapping, within and across these categories. It is evident that studies on the digital divide, digital exclusion, and barriers to ICT adoption in higher education deal with the same factors, but experienced differently in the different contexts. While the generalisations of factors in categories enable a better understanding of the nature of digital exclusion, the process of solving and circumventing remains complex due the actual dependencies of the factors occurring in the particular context of a higher educational institution.
Over the past 5 years, teaching staff at the School of Continuing Education, VIA University College, Denmark, has been designing digitally supported teaching within diploma programmes and tailor-made courses in the fields of health, education, social sciences and management. More and more of these programmes and courses are designed as blended learning and are characterised by a short time cycle of design, delivery and completion. Despite a recent addition of learning design expertise to the organisation, there is a predominant tendency in design processes to focus on the technical setup, the content and the participants, and very little on the role of the teachers. The teachers’ role is challenged by a number of issues in relation to the growing use of blended and online learning, e.g. the task of facilitating the learning processes of the participants in new ways; a higher degree of exposure as the teacher often becomes the sole point of contact in online environments; communication skills needed to facilitate dialogue and collaboration in an online environment; etc. Furthermore, involvement of teaching staff in co-creation of new learning designs require skills which many lecturers do not have when they enter the design team for the first time, among others skills to articulate their pedagogical principles and technological imagination.Over time, we in our roles as learning designers in the School of Continuing Education have developed, tested and refined a technique for user involvement in the design work, and teachers now work with our professional learning designer and course producer on redesigning courses or creating new module or courses. In these collaborative design processes, we have identified a number of challenges, which will be dealt with in our paper.
Although the conditions for successful technology integration finally appear to be in place, including ready access to technology,
increased training for teachers, and a favorable policy environment, high-level technology use is still surprisingly low.
This suggests that additional barriers, specifically related to teachers' pedagogical beliefs, may be at work. Previous researchers
have noted the influence of teachers' beliefs on classroom instruction specifically in math, reading, and science, yet little
research has been done to establish a similar link to teachers' classroom uses of technology. In this article, I argue for
the importance of such research and present a conceptual overview of teacher pedagogial beliefs as a vital first step. After
defining and describing the nature of teacher beliefs, including how they are likely to impact teachers' classroom practice
I describe important implications for teacher professional development and offer suggestions for future research.
This two-year study explored the perceptions and roles of experienced elementary teachers, who were computer novices, as they learned and began using computer technology in their teaching. The research questions guiding this study focused on incentives and barriers to learning and using computer technology, professional development approaches, and teaching roles indicated by traditional and constructivist characteristics. The researchers employed qualitative research methods within a case study framework. Data obtained through a variety of sources were coded and analyzed within- and across-cases. Results indicated participants’ preferences for learning basic computer skills before integrating technology into the curricula, the importance of seeing purpose in using computers in teaching, and having concrete and grade-specific integration ideas. Also, first-order or extrinsic incentives motivated participants before second-order or intrinsic incentives, while first-order barriers tended to mask second-order barriers. Using technology seemed to foster more constructivist role indicators in at least one participant.
Within a very few years, Information and Communication Technology (ICT) has turned out to be an effective educational technology which promotes some dramatic changes in teaching and learning processes. Technologies allow students to work more productively than in the past, but the teacher’s role in technology rich classrooms is more demanding than ever (Keengwe, Onchwari et al. 2008). ICT has the potential to transform the nature of education (improving teachers’ design work, enhancing the roles of students and teachers in the learning process and helping to create a collaborative learning environment, etc). Although ICT has the potential to improve the educational system to a great extent, developing countries are far from reaping these benefits because of certain barriers. The aim of this paper is to present a comprehensive review of international articles
relating to barriers encountered when introducing ICT into classrooms. This review will help identify the factors that influence teachers’ decisions whether or not to implement ICT in teaching-learning situations. Connections will be made with existing literature to explore possible barriers for introducing ICT into education in Bangladesh. Further, this paper also offers a number of recommendations to reduce these barriers and maximize the beneficial use of ICT on education.
Although a wealth of literature discusses the factors that affect technology integration in general and how to improve professional development efforts, few studies have examined issues related to learner-centered technology integration. Thus, this study aims to explore K–12 teachers’ beliefs, perceptions, barriers, and support needs in the context of creating technology-enhanced, learner-centered classrooms. The researcher used an online survey to collect data, and 126 teachers participated in the survey. The findings of this study provide practical insights into how to support teachers in creating technology-enhanced, learner-centered classrooms. This article discusses the implications for professional development and the need for paradigm change.
(Keywords: Learner-centered instruction, technology integration, teacher beliefs, perceptions, barriers, support needs, teacher education, professional development, paradigm change)
Research dealing with various aspects of* the theory of planned behavior (Ajzen, 1985,
1987) is reviewed, and some unresolved issues are discussed. In broad terms, the theory is
found to be well supported by empirical evidence. Intentions to perform behaviors of different
kinds can be predicted with high accuracy from attitudes toward the behavior, subjective
norms, and perceived behavioral control; and these intentions, together with perceptions of
behavioral control, account for considerable variance in actual behavior. Attitudes, subjective
norms, and perceived behavioral control are shown to be related to appropriate sets of salient
behavioral, normative, and control beliefs about the behavior, but the exact nature of these
relations is still uncertain. Expectancy value formulations are found to be only partly
successful in dealing with these relations. Optimal rescaling of expectancy and value
measures is offered as a means of dealing with measurement limitations. Finally, inclusion of
past behavior in the prediction equation is shown to provide a means of testing the theory*s
sufficiency, another issue that remains unresolved. The limited available evidence concerning
this question shows that the theory is predicting behavior quite well in comparison to the
ceiling imposed by behavioral reliability.
The 21st century will require knowledge and skill well beyond the basic levels of reading and arithmetic that American schools know how to produce more or less reliably. Delivering a "thinking curriculum" to all American students requires major reform in the ways schools and districts organize their work. The transformation of the institution of schooling that will be needed to make this aspirational goal a real achievement is daunting. This article examines cognitive science, systems engineering, and social science concepts that are pointing toward a new foundation for policies and practices that may radically improve the proportion of students who can achieve true 21st-century skills.
span>While society has moved through a number of "ages" since the industrial age, many schools have remained firmly entrenched in an education system designed for a world which, largely, no longer exists. Educational policy and literature is replete with discourse related to school reform, 21st century learning and the importance of information and communication technologies (ICT). It is also replete with stories of failed reform initiatives. ICT is no exception. Internationally, there is little evidence of any real shift in the ways students experience learning, or that schools are becoming a digital environment rather than a paper-based one.
In this article, we argue that the lack of apparent success in promoting educational reform through ICT is due, at least in part, to a policy disconnect which exists where strategic discourse (goals, purposes, values) is translated into operational discourse (concerning activities and outcomes), rather than where operational discourse becomes operational practice (implementation in classrooms). The conclusion drawn is that operational discourse needs to make explicit the rationales underpinning ICT policy, and policy makers need to ensure that teachers are provided with the necessary opportunities to explore, challenge and change beliefs and practice.</p
This study examined technology implementation practices associated with student learning gains. Interviews and observations were conducted with staff at schools where teachers using reading or mathematics software with their students attained above-average achievement gains and at schools where software-using teachers had below-average gains. The findings highlight the importance of school practices in the areas of principal support and teacher collaboration around software use and of teacher practices concerning classroom management and use of software-generated student performance data. The issues of instructional coherence and competition for instructional time are highlighted as challenges to software implementation.
Empirical data on the presence, nature, and content of variables related with temporal factors that researchers take into account in their research on educational technology, is obtained and trends or omissions that can be discerned that point to practical recommendations in this area, are discussed. The methodology proposed by Fink (2010) to identify, evaluate, synthesize, interpret and analyze research literature, was used. The study points out several ascertains that open new challenging questions that need to be corroborated in a larger scenario. There is a need to use events as units of analysis, which not only allows qualitative research methods but also augments quantitative methods including computational data analysis methods. There is a need to take time into account not only in micro-level research but also in meso-level and macro-level.