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ERIC Number: EJ1201893
Record Type: Journal
Publication Date: 2019-Jan
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1360-2357
Influences on Purposeful Implementation of ICT into the Classroom: An Exploratory Study of K-12 Teachers
Willis, Royce L.; Lynch, David; Fradale, Paul; Yeigh, Tony
Education and Information Technologies, v24 n1 p63-77 Jan 2019
Teachers are increasingly required to incorporate information and communications technologies (ICT) into the modern classroom. The implementation of ICT into the classroom should not be seen as merely an add-on, however, but should be included with purpose; meaningfully implemented based on pedagogy. The aim of this study is to explore potential factors that might predict purposeful implementation of ICT into the classroom. Using an online survey, skills in and beliefs about ICT were assessed, as well as the teaching and learning beliefs of forty-five K-12 teachers. Hierarchical multiple regression revealed that competence using ICT and a belief in the importance of ICT for student outcomes positively predicted purposeful implementation of ICT into the classroom, while endorsing more traditional content-based learning was a negative predictor. These three predictors explained 47% of the variance in purposeful implementation of ICT into the classroom. ICT competence was unpacked further with correlations. This revealed that there is a relationship between teachers having ICT skills that can personalize, engage, and create an interactive atmosphere for students and purposeful implementation of ICT into the classroom. Based on these findings, suggestions are made of important focal areas for encouraging teachers to purposefully implement ICT into their classrooms.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A