Teachers’ acceptance of ICT and its integration in the classroom
| Published date | 01 February 2016 |
| DOI | https://doi.org/10.1108/QAE-06-2014-0025 |
| Pages | 26-40 |
| Date | 01 February 2016 |
| Author | Hassan Mirzajani,Rosnaini Mahmud,Ahmad Fauzi Mohd Ayub,Su Luan Wong |
Teachers’ acceptance of ICT and
its integration in the classroom
Hassan Mirzajani, Rosnaini Mahmud,
Ahmad Fauzi Mohd Ayub and Su Luan Wong
Faculty of Educational Studies, University Putra Malaysia,
Kuala Lumpur, Malaysia
Abstract
Purpose – The purpose of this study is to identify factors that affect teachers’ motivation to use
information and communications technology (ICT) in the classroom. The study aims to determine the
extent to which selected variables, such as personal experience, school environment and technological
factors, inuenced teachers’ tendency to accept and utilize ICT in teaching.
Design/methodology/approach – The study used primary data sources from Mazandaran, Iran,
that included eld notes and semi-structured interviews.
Findings – Results revealed that adequate support from administrators, directives to teachers to use
ICT, appropriate ICT skills and knowledge as well as adequate resources were important factors that
inuenced the utilization of ICT in the classroom. Findings also showed that insufcient technical
support discouraged teachers from using ICT in teaching, while increasing adequate equipment and
technical support in schools encouraged teachers in this respect.
Research limitations/implications – Because this study was conducted on a small number of
participants, its ndings may not apply fully to other educational institutions.
Practical implications – The results from this study would be helpful to educational departments
and institutions in their formulation of policies to encourage the use of ICT in education. The ndings
would also give a better insight of what constitutes an environment that is conducive for learning where
ICT is integrated into the classroom.
Originality/value – By focusing on teachers’ intention, this study provides important insights into
which factors inuence teacher attitude to use ICT into classroom. As a result, the nding will help the
development of e-learning quality enhancement and assurance strategies.
Keywords Motivation, Technology, Educational institutions, Education, Attitudes, Teachers
Paper type Research paper
1. Introduction
Computer technology was introduced in the early 1980s as an innovation that might
be adopted in the classroom. Optimism was high that information and
communications technology (ICT) would change the face of education. It was
envisioned that there would be extensive use of ICT, and that eventually, with
e-learning in the classroom, textbooks might even be obsolete. Yet such a scenario
has not come to pass after more than three decades. Nevertheless, the use of ICT in
education is considered an important innovation in classroom teaching, and is
advocated by many educational policy-makers (Wong and Li, 2008). The integration
of technology in the classroom is viewed as an important strategy to increase the
effectiveness of the teaching-learning process. Teachers are encouraged to integrate
technology into their instructional practices, as ICT is believed to have the potential
The current issue and full text archive of this journal is available on Emerald Insight at:
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QAE
24,1
26
Received 7 June 2014
Revised 4 December 2014
22 June 2015
Accepted 4 September 2015
QualityAssurance in Education
Vol.24 No. 1, 2016
pp.26-40
©Emerald Group Publishing Limited
0968-4883
DOI 10.1108/QAE-06-2014-0025
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