FACTORS THAT PREVENT PRIMARY SCHOOL TEACHERS FROM UTILIZING COMPUTERS AND OTHER NEW TECHNOLOGICAL MEANS IN THEIR WORKPLACE: THE CASE OF PRIMARY SCHOOL TEACHERS IN THE PREFECTURE OF MAGNESIA, GREECE

Georgios Moutsinas; Sofia Lamprianidou; Emmanouela Mamalaki; Aikaterini Markou; Glykeria Moschou; Aikaterini Papanagnou; Efthymia Papanagnou

doi:10.18768/ijaedu.280567

EN

FACTORS THAT PREVENT PRIMARY SCHOOL TEACHERS FROM UTILIZING COMPUTERS AND OTHER NEW TECHNOLOGICAL MEANS IN THEIR WORKPLACE: THE CASE OF PRIMARY SCHOOL TEACHERS IN THE PREFECTURE OF MAGNESIA, GREECE

Abstract

In order to understand and to promote the educational integration and utilization of Information and Communication Technologies (ICT), teachers need to be investigated in-depth, as substantial determinants of the educational process, and research interest ought to be concentrated on the factors that are inhibitory to their decisions concerning the pedagogical employment of ICT. Therefore, the present paper examines three interrelated factors that prevent primary school teachers from making use of computers and of other new technological means in their workplace. Through qualitative methodology and individual structured interviews, seven (7) teachers from public primary schools of equal number, in the prefecture of Magnesia, Greece, report a) the main problems encountered in the educational use of computers, b) their beliefs about the pedagogical value of the utilization of computers in the teaching process, and c) the “official policy” of their school of service regarding the usage of computers in instructional practice. According to the findings of this study, among others, a) the quantitatively and qualitatively inadequate or insufficient school infrastructure and technical support are ascertained, whilst highlighting b) the positive learning outcomes of the said use of computers, along with schoolteacher beliefs in favor of their confined employment. Finally, c) a range of existing school policy is observed, including the formal or informal encouragement of the voluntary use of computers, or the absence of corresponding guidelines. Overall, despite their limitations, the abovementioned results can be applied to pre-service and in-service teacher training, and in the formulation of the associated educational policy, taking into account the available national financial resources.

Keywords

computers,ICT,teaching,primary school teachers,preventive factors

References

Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2009). Factors affecting teachers’ use of Information and Communication Technology. International Journal of Instruction, 2(1), 77-104. http://files.eric.ed.gov/fulltext/ED524156.pdf
Babbie, E. (2011). Introduction to Social Research (Κ. Ζafiropoulos, Ed., G. Vogiatzis, Trans.). Athens, Greece: Kritiki Publications. (Original work published 1999) [In Greek]
Badia, A., Meneses, J., & Sigalés, C. (2013). Teachers’ perceptions of factors affecting the educational use of ICT in technology-rich classrooms. Electronic Journal of Research in Educational Psychology, 11(3), 787-808. http://dx.doi.org/10.14204/ejrep.31.13053
Berg, B. L. (2001). Qualitative Research Methods for the Social Sciences (4th ed.). Needam Heights, MA: Allyn & Bacon. https://mthoyibi.files.wordpress.com/2011/05/qualitative-research-methods-for-the-social-sciences__bruce-l-berg-2001.pdf
Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers & Education, 77(1), 82-90. http://dx.doi.org/10.1016/j.compedu.2014.04.013
Böhm, A. (2004). Theoretical coding: Text analysis in grounded theory. In U. Flick, E. Von Kardoff, & I. Steinke (Eds.), A Companion to Qualitative Research (B. Jenner, Trans., pp. 270-275). London, England: Sage. http://www.jums.ac.ir/Dorsapax/userfiles/file/ACompaniontoqualitativeresearchBOOK.pdf#page=380 (Original work published 2000)
Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using Information and Communication Technology, 8(1), 136-155. http://ijedict.dec.uwi.edu//viewarticle.php?id=1361
Cohen, L., Manion, L, & Morrison, K. (2008). Research Methods in Education (S. Kiranakis, M. Mavraki, C. Mitsopoulou, P. Bithara, & M. Filopoulou, Trans.). Athens, Greece: Metechmio. (Original work published 2000) [In Greek]

Creswell, J. W. (2011). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (C. Tsorbatzoudis, Ed., N. Kouvarakou, Trans.). Athens, Greece: Ion / Hellene. (Original work published 2002) [In Greek]
Eickelmann, B. (2011). Supportive and hindering factors to a sustainable implementation of ICT in schools. Journal for Educational Research Online, 3(1), 75-103. http://www.pedocs.de/volltexte/2011/4683/pdf/JERO_2011_1_Eickelmann_Supportive_and_hindering_factors_S75_D_A.pdf
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. http://dx.doi.org/10.1016/j.compedu.2012.02.001
Frikkie, G., & Ogunniyi, M. (2016). Teachers’ perceptions on the use of ICT in a CAL environment to enhance the conception of science concepts. Universal Journal of Educational Research, 4(1), 151-156. http://dx.doi.org/10.13189/ujer.2016.040119
Gialamas, V., & Nikolopoulou, K. (2010). In-service and pre-service early childhood teachers’ views and intentions about ICT use in early childhood settings: A comparative study. Computers & Education, 55(1), 333-341. http://dx.doi.org/10.1016/j.compedu.2010.01.019
Goktas, Y., Gedik, N., & Baydas, O. (2013). Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005-2011. Computers & Education, 68, 211-222. http://dx.doi.org/10.1016/j.compedu.2013.05.002
Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-606. http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1870&context=tqr
Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499-1509. http://dx.doi.org/10.1016/j.compedu.2008.02.001
Hutchison, A., & Reinking, D. (2011). Teachers’ perceptions of integrating information and communication technologies into literacy instruction: A national survey in the United States. Reading Research Quarterly, 46(4), 312-333. http://dx.doi.org/10.1002/RRQ.002
Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137-154. http://dx.doi.org/10.1007/s11423-009-9132-y
Kiriazi, N. (2011). Sociological Research: Critical Review of the Methods and of the Techniques. Athens, Greece: Pedio. [In Greek]
Kopcha, T. J. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59(4), 1109-1121. http://dx.doi.org/10.1016/j.compedu.2012.05.014
Kreijns, K., van Acker, F., Vermeulen, M., & van Buuren, H. (2013). What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education. Computers in Human Behavior, 29(1), 217-225. http://dx.doi.org/10.1016/j.chb.2012.08.008
Kurt, S., & Ciftci, M. (2012). Barriers to teachers’ use of technology. International Journal of Instructional Media, 39(3), 225-239.
Liu, X., & Pange, J. (2015). Early childhood teachers’ perceived barriers to ICT integration in teaching: a survey study in Mainland China. Journal of Computers in Education, 2(1), 61-75. http://dx.doi.org/10.1007/s40692-014-0025-7
Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9-24. http://dx.doi.org/10.1080/03054985.2011.577938
Mason, J. (2011). Qualitative Researching (N. Kiriazi, Ed., E. Dimitriadou, Trans.). Athens, Greece: Pedio. (Original work published 2002) [In Greek]
Maxwell, J. A. (2013). Qualitative Research Design: An Interactive Approach (3rd ed.). London, England: Sage.
Muir-Herzig, R. G. (2004). Technology and its impact in the classroom. Computers & Education, 42(2), 111-131. http://dx.doi.org/10.1016/S0360-1315(03)00067-8
Nikolopoulou, K., & Gialamas, V. (2015). Barriers to the integration of computers in early childhood settings: Teachers’ perceptions. Education and Information Technologies, 20(2), 285-301. http://dx.doi.org/10.1007/s10639-013-9281-9
Ottestad, G. (2013). School leadership for ICT and teachers’ use of digital tools. Nordic Journal of Digital Literacy, 8(1-2), 107-125. https://www.idunn.no/file/pdf/61221184/school_leadership_for_ict_and_teachers_use_of_digital_tools.pdf
Palaigeorgiou, G., & Grammatikopoulou, A. (2016). Benefits, barriers and prerequisites for web 2.0 learning activities in the classroom: The view of Greek pioneer teachers. Interactive Technology and Smart Education, 13(1), 2-18. http://dx.doi.org/10.1108/ITSE-09-2015-0028
Papanastasiou, E., & Papanastasiou, K. (2014). Methodology of Educational Research (2nd ed.). Nicosia, Cyprus: Author. [In Greek]
Player-Koro, C. (2012). Factors influencing teachers’ use of ICT in education. Education Inquiry, 3(1), 93-108. http://dx.doi.org/10.3402/edui.v3i1.22015
Ritchie, J., Lewis, J., & Elam, G. (2003). Designing and selecting samples. In J. Richie & J. Lewis (Eds.), Qualitative Research Practice: A Guide for Social Science Students and Researchers (pp. 77-108). London, England: Sage. http://www.sxf.uevora.pt/wp-content/uploads/2013/03/Ritchie_2003.pdf
Robson, C. (2010). Real World Research (K. Michalopoulou, Ed., V. P. Dalakou & K. Vasilikou, Trans.). Athens, Greece: Gutenberg. (Original work published 1993) [In Greek]
Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education? Computers & Education, 44(3), 343-355. http://dx.doi.org/10.1016/j.compedu.2004.04.003
Steinke, I. (2004). Quality criteria in qualitative research. In U. Flick, E. Von Kardoff, & I. Steinke (Eds.), A Companion to Qualitative Research (B. Jenner, Trans., pp. 184-190). London, England: Sage. http://www.jums.ac.ir/Dorsapax/userfiles/file/ACompaniontoqualitativeresearchBOOK.pdf#page=380 (Original work published 2000)
Tondeur, J., Valcke, M., & van Braak, J. (2008). A multidimensional approach to determinants of computer use in primary education: Teacher and school characteristics. Journal of Computer Assisted Learning, 24(6), 494-506. http://dx.doi.org/10.1111/j.1365-2729.2008.00285.x
Tondeur, J., van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integration in the classroom: Challenging the potential of a school policy. Computers & Education, 51(1), 212-223. http://dx.doi.org/10.1016/j.compedu.2007.05.003
Tountab Haghighi, S., & Eskandari, M. (2012). A study on barriers of using information technology on learning and teaching in elementary schools. Management Science Letters, 2(1), 417-424. http://dx.doi.org/10.5267/j.msl.2011.07.001
Tsiolis, G. (2014). Methods and Techniques of Analysis in Qualitative Social Research. Athens, Greece: Kritiki Publications. [In Greek]
Tsitouridou, M., & Vryzas, K. (2004). The prospect of integrating ICT into the education of young children: The views of Greek early childhood teachers. European Journal of Teacher Education, 27(1), 29-45. http://dx.doi.org/10.1080/0261976042000211838
Tziafetas, K., Avgerinos, A., & Karakiza, T. (2013). Views of ICT teachers about the introduction of ICT in primary education in Greece. TOJET: The Turkish Online Journal of Educational Technology, 12(1), 200-209. http://www.tojet.net/articles/v12i1/12120.pdf
Vanderlinde, R., Dexter, S., & van Braak, J. (2012). School‐based ICT policy plans in primary education: Elements, typologies and underlying processes. British Journal of Educational Technology, 43(3), 505-519. http://dx.doi.org/10.1111/j.1467-8535.2011.01191.x
Verma, G. K., & Mallick, K. (2004). Researching Education: Perspectives and Techniques (A. I. Papastamatis, Ed., E. A. Griva, Trans.). Athens, Greece: Tipothito. (Original work published 1999) [In Greek]
Vitanova, V., Atanasova-Pachemska, T., Iliev, D., & Pachemska, S. (2015). Factors affecting the development of ICT competencies of teachers in primary schools. Procedia – Social and Behavioral Sciences, 191, 1087-1094. http://dx.doi.org/10.1016/j.sbspro.2015.04.344
Vosniadou, S., & Kollias, V. (2001). Information and communication technology and the problem of teacher training: Myths, dreams and the harsh reality. Themes in Education, 2(4), 341-365. https://www.researchgate.net/publication/228706932_Information_and_communication_technology_and_the_problem_of_teacher_training_Myths_dreams_and_the_harsh_reality
Yin, R. K. (2011). Qualitative Research from Start to Finish. New York, NY: The Guildford Press. https://teddykw2.files.wordpress.com/2012/05/qualitative-research-from-start-to-finish.pdf
Zaranis, N., & Oikonomidis, V. (2014). The main factors of the attitudes of Greek kindergarten teachers towards information and communication technology. European Early Childhood Education Research Journal. Advance online publication. http://dx.doi.org/10.1080/1350293X.2014.970853

Details

Primary Language

English

Subjects

-

Journal Section

Research Article

Authors

Georgios Moutsinas
Greece

Sofia Lamprianidou
Greece

Emmanouela Mamalaki
Greece

Aikaterini Markou
Greece

Glykeria Moschou
Greece

Aikaterini Papanagnou
Greece

Efthymia Papanagnou
Greece

Publication Date

December 9, 2016

Submission Date

December 23, 2016

Acceptance Date

-

Published in Issue

Year 1970 Volume: 2 Number: 6

DOI

https://doi.org/10.18768/ijaedu.280567

IZ

https://izlik.org/JA36NA75EY

Cite

RIS / Bibtex

EndNote

Moutsinas G, Lamprianidou S, Mamalaki E, Markou A, Moschou G, Papanagnou A, Papanagnou E (December 1, 2016) FACTORS THAT PREVENT PRIMARY SCHOOL TEACHERS FROM UTILIZING COMPUTERS AND OTHER NEW TECHNOLOGICAL MEANS IN THEIR WORKPLACE: THE CASE OF PRIMARY SCHOOL TEACHERS IN THE PREFECTURE OF MAGNESIA, GREECE. IJAEDU- International E-Journal of Advances in Education 2 6 394–403.

FACTORS THAT PREVENT PRIMARY SCHOOL TEACHERS FROM UTILIZING COMPUTERS AND OTHER NEW TECHNOLOGICAL MEANS IN THEIR WORKPLACE: THE CASE OF PRIMARY SCHOOL TEACHERS IN THE PREFECTURE OF MAGNESIA, GREECE

Abstract

Keywords

Öz

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite