Examine Primary School Teachers' Attitudes Towards Technology Integration in Primary Education

Jiawen Yu; Sheiladevi  Sukumaran; Hongying Li; Jing Zeng

doi:10.21834/e-bpj.v8i26.5193

Authors

Jiawen Yu Faculty of Education, Language, Psychology and Music, Segi University, Petaling Jaya 47810, Malaysia ; Faculty of Chinese and Foreign Languages and Foreign Trade, Guangzhou International Economics College, Guangzhou, China
Sheiladevi Sukumaran Faculty of Education, Language, Psychology and Music, Segi University, Petaling Jaya 47810, Malaysia
Hongying Li Faculty of Chinese and Foreign Languages and Foreign Trade, Guangzhou International Economics College, Guangzhou, China,
Jing Zeng Faculty of Chinese and Foreign Languages and Foreign Trade, Guangzhou International Economics College, Guangzhou, China,

DOI:

https://doi.org/10.21834/e-bpj.v8i26.5193

Keywords:

ICT, Viewpoints, Primary School Teachers, Attitudes

Abstract

In today's society, information and communication technology (ICT) has become an ever-present force, deeply ingrained in all aspects of our lives. Its crucial role in our daily routines highlights its significance, especially in education. This paper focuses on exploring the viewpoints of primary school teachers regarding integrating technology in their classrooms. Additionally, it examines how educators' academic backgrounds and years of teaching experience may influence their attitudes toward technology in primary education. A quantitative survey with a convenient sampling of 50 teachers was employed in this study. The research objectives include identifying primary teachers' attitudes toward technology use and investigating potential differences based on teaching experience and educational qualifications. The results highlight an increasing necessity to explore the subtle motivations and concerns that underpin teachers' technological attitudes.

References

Al-Rahmi, W. M., Alzahrani, A. I., Yahaya, N., Alalwan, N., & Kamin, Y. B. (2020). Digital communication: Information and communication technology (ICT) usage for education sustainability. Sustainability, 12(12), 5052. DOI: https://doi.org/10.3390/su12125052

Alkharang, M. M. (2014). Factors that Influence the Adoption of e-Learning, an Empirical Study in Kuwait. Ph.D. Thesis, School of Information Systems Computing and Mathematics, Brunel University London, Uxbridge, UK.

Bennett, S., Dawson, P., Bearman, M., Molloy, E., & Boud, D. (2017). How technology shapes assessment design: Findings from a study of university teachers. British Journal of Educational Technology, 48, 672–682. DOI: https://doi.org/10.1111/bjet.12439

Cidral, W. A., Oliveira, T., Di Felice, M., & Aparicio, M. (2018). E-learning success determinants: Brazilian empirical study. Computers & Education, 122, 273-290. DOI: https://doi.org/10.1016/j.compedu.2017.12.001

Gao, X. (2022). Qualitative Analysis of the Key Influencing Factors of Farmers Participate in Agricultural Products E-Commerce to Help Rural Revitalization. Academic Journal of Business & Management, 4(17), 121-130. DOI: https://doi.org/10.25236/AJBM.2022.041716

Gao, X., Raja, T., Chong, K. M., & Wu, M. (2023). Examining the Phenomenon of Juvenile Digital Addiction in Rural China. Environment Behaviour Proceedings Journal, 8(24), 273-282. DOI: https://doi.org/10.21834/ebpj.v8i24.4640

Gao, X., Pertheban, T. R., Chong, K. M., & Ji, M. (2023). The phenomenon of Digital Addiction among Rural Digital Juveniles: A survey in rural China. Journal of ASIAN Behavioural Studies, 8(25), 67-85. DOI: https://doi.org/10.21834/jabs.v8i25.428

Gao, X., Liu, J., Wang, S., Pertheban, T. R., Chong, K. M., & Yu, J. (2023, September). How Does Digital Traceability Impact the Innovation Behavior of Food Firms Based on the Marketing Perspective? In 2023 3rd International Conference on Education, Information Management and Service Science (EIMSS 2023) (pp. 617-624). Atlantis Press. DOI: https://doi.org/10.2991/978-94-6463-264-4_71

Islam, A. A., Mok, M. M. C., Gu, X., Spector, J., & Hai-Leng, C. (2019). ICT in Higher Education: An Exploration of Practices in Malaysian Universities. IEEE Access, 7, 16892–16908. DOI: https://doi.org/10.1109/ACCESS.2019.2895879

Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: What is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39, 6–36. DOI: https://doi.org/10.1080/17439884.2013.770404

Liu, J., Gao, X., Cao, Y., Mushtaq, N., Chen, J., & Wan, L. (2022). Catalytic Effect of Green Human Resource Practices on Sustainable Development Goals: Can Individual Values Moderate an Empirical Validation in a Developing Economy? Sustainability, 14(21), 14502. DOI: https://doi.org/10.3390/su142114502

Sarkar, S. (2012). The role of information and communication technology (ICT) in higher education for the 21st century. Science Probe, 1, 30–41.

Sife, A., Lwoga, E., & Sanga, C. (2007). New technologies for teaching and learning: Challenges for higher learning institutions in developing countries. International Journal of Education and Development Using ICT, 3, 57–67.

Robinson, R., Michael, M., & Landra, R. (2008). Facilitating learning. In Educational Technology: A Definition with Commentary; Routledge: London, UK; pp. 15–48.

Roztocki, N., & Weistroffer, H. R. (2015). Information and communications technology in developing, emerging and transition economies: An assessment of research. Information Technology for Development, 21, 330–364. DOI: https://doi.org/10.1080/02681102.2014.891498

Welle-Strand, A., & Thune, T. (2003). E-learning policies, practices, and challenges in two Norwegian organizations. Evaluation and Program Planning, 26(2), 185-19 DOI: https://doi.org/10.1016/S0149-7189(03)00006-5

Examine Primary School Teachers' Attitudes Towards Technology Integration in Primary Education

Authors

DOI:

Keywords:

Abstract

References

Downloads

Published

How to Cite

Issue

Section

License

Information