Cargando…

Teachers’ concerns about integrating information and communication technologies in the classrooms

Teachers in developing countries are facing increasing social and political pressure to use Information and Communication Technologies (ICT) to improve the access to and the quality of education available to young people. This is a core part of several government-led initiatives to attain the United...

Descripción completa

Detalles Bibliográficos
Autores principales: Dele-Ajayi, Opeyemi, Fasae, Oluwakemi Dunsin, Okoli, Akachukwu
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8092759/
https://www.ncbi.nlm.nih.gov/pubmed/33939735
http://dx.doi.org/10.1371/journal.pone.0249703
_version_ 1783687688632664064
author Dele-Ajayi, Opeyemi
Fasae, Oluwakemi Dunsin
Okoli, Akachukwu
author_facet Dele-Ajayi, Opeyemi
Fasae, Oluwakemi Dunsin
Okoli, Akachukwu
author_sort Dele-Ajayi, Opeyemi
collection PubMed
description Teachers in developing countries are facing increasing social and political pressure to use Information and Communication Technologies (ICT) to improve the access to and the quality of education available to young people. This is a core part of several government-led initiatives to attain the United Nations Sustainable Development Goal 4-quality education. While there is no shortage of ICT, the adoption for actual use in the classroom is often a hurdle for teachers, due to various concerns they harbour. This research study used the Concerns-Based Adoption Model (CBAM) to assess the stages of concern of 340 Nigerian teachers about adopting and integrating ICT in the classroom. The findings indicated that teachers’ concerns were most intense in the awareness, management and information stages respectively, and lowest at the collaborative and consequence levels. Further examination of the results also shows a significant relationship between the stages of concern and teachers’ personal attributes like teaching experience, age and the class level they teach. These findings provide practical insights into how to better create effective teacher professional development interventions, to assist teachers in adopting and integrating ICT, to enhance the learning experience of young people within the classroom.
format Online
Article
Text
id pubmed-8092759
institution National Center for Biotechnology Information
language English
publishDate 2021
publisher Public Library of Science
record_format MEDLINE/PubMed
spelling pubmed-80927592021-05-07 Teachers’ concerns about integrating information and communication technologies in the classrooms Dele-Ajayi, Opeyemi Fasae, Oluwakemi Dunsin Okoli, Akachukwu PLoS One Research Article Teachers in developing countries are facing increasing social and political pressure to use Information and Communication Technologies (ICT) to improve the access to and the quality of education available to young people. This is a core part of several government-led initiatives to attain the United Nations Sustainable Development Goal 4-quality education. While there is no shortage of ICT, the adoption for actual use in the classroom is often a hurdle for teachers, due to various concerns they harbour. This research study used the Concerns-Based Adoption Model (CBAM) to assess the stages of concern of 340 Nigerian teachers about adopting and integrating ICT in the classroom. The findings indicated that teachers’ concerns were most intense in the awareness, management and information stages respectively, and lowest at the collaborative and consequence levels. Further examination of the results also shows a significant relationship between the stages of concern and teachers’ personal attributes like teaching experience, age and the class level they teach. These findings provide practical insights into how to better create effective teacher professional development interventions, to assist teachers in adopting and integrating ICT, to enhance the learning experience of young people within the classroom. Public Library of Science 2021-05-03 /pmc/articles/PMC8092759/ /pubmed/33939735 http://dx.doi.org/10.1371/journal.pone.0249703 Text en © 2021 Dele-Ajayi et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Dele-Ajayi, Opeyemi
Fasae, Oluwakemi Dunsin
Okoli, Akachukwu
Teachers’ concerns about integrating information and communication technologies in the classrooms
title Teachers’ concerns about integrating information and communication technologies in the classrooms
title_full Teachers’ concerns about integrating information and communication technologies in the classrooms
title_fullStr Teachers’ concerns about integrating information and communication technologies in the classrooms
title_full_unstemmed Teachers’ concerns about integrating information and communication technologies in the classrooms
title_short Teachers’ concerns about integrating information and communication technologies in the classrooms
title_sort teachers’ concerns about integrating information and communication technologies in the classrooms
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8092759/
https://www.ncbi.nlm.nih.gov/pubmed/33939735
http://dx.doi.org/10.1371/journal.pone.0249703
work_keys_str_mv AT deleajayiopeyemi teachersconcernsaboutintegratinginformationandcommunicationtechnologiesintheclassrooms
AT fasaeoluwakemidunsin teachersconcernsaboutintegratinginformationandcommunicationtechnologiesintheclassrooms
AT okoliakachukwu teachersconcernsaboutintegratinginformationandcommunicationtechnologiesintheclassrooms