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Primary School Teachers' Perceived Factors Affecting the Integration of ICT in an Educational District

Primary School Teachers' Perceived Factors Affecting the Integration of ICT in an Educational District

Leesha Nicole Roberts
Copyright: © 2021 |Pages: 22
ISBN13: 9781799855576|ISBN10: 1799855570|ISBN13 Softcover: 9781799855583|EISBN13: 9781799855590
DOI: 10.4018/978-1-7998-5557-6.ch005
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MLA

Roberts, Leesha Nicole. "Primary School Teachers' Perceived Factors Affecting the Integration of ICT in an Educational District." Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century, edited by Leesha Nicole Roberts, IGI Global, 2021, pp. 91-112. https://doi.org/10.4018/978-1-7998-5557-6.ch005

APA

Roberts, L. N. (2021). Primary School Teachers' Perceived Factors Affecting the Integration of ICT in an Educational District. In L. Roberts (Ed.), Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century (pp. 91-112). IGI Global. https://doi.org/10.4018/978-1-7998-5557-6.ch005

Chicago

Roberts, Leesha Nicole. "Primary School Teachers' Perceived Factors Affecting the Integration of ICT in an Educational District." In Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century, edited by Leesha Nicole Roberts, 91-112. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-5557-6.ch005

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Abstract

This study examined whether there was a link between school context, teachers' knowledge, mastery of ICT, and the factors perceived by teachers during the integration of ICT in their classrooms. One hundred teachers at the early childhood and middle school levels, in the Port-of-Spain and Environs School District, Trinidad and Tobago, participated in this study. The data was analyzed using SPSS, Version 22 Software. The results, using 1-way ANOVA, revealed no significant differences between the main factors (p = 5%) as perceived by teachers, hindering the use and integration of ICT into their lessons: insufficient instructional support [F (6, 88) = 0.45, p =0.0843]; inadequate hardware and software support [F (6, 88) = 0.47, p = 0.0830]; ICT literacy restrictions [F (6, 88) = 1.13, p = 0.350]; and limited leadership at the level of the school [F (6, 88) = 0.86, p = 0.529]. Despite these results, teachers continue to perceive these factors as hindrances to the integration of ICT in the teaching/learning process, which could have implications for ICT integration decision making in schools.

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