Influence of Teachers Characteristics on their Attitudes towards the integration of ICT IN instruction Lower Primary Grades Curricula in the Middle Badia in Jordan

Hussen  Aburayash

doi:10.35516/edu.v49i4.3343

Authors

Hussen Aburayash Education program, Arab Open University Amman Jordan https://orcid.org/0000-0001-5626-9832

DOI:

https://doi.org/10.35516/edu.v49i4.3343

Keywords:

Teacher characteristics, attitude, ICT, lower primary instruction

Abstract

Objectives: The study aimed to find out the effect of teachers characteristics on their attitudes to wards the integration of information and communication technology (ICT) among teachers of the lower basic stage in the middle Badia in Jordan in teaching and learning.

Methods: The study sample consisted of (210)male and female primary school teachers in the middle Badia schools in Jordan, they were chosen by the intentional method, and the data were collected through a questionair prepared by the researther , and the data were analyzed using both descriptive and inferential statistics.

Results: The study proved that the characteristics of teachers (experience in teaching, computer competencies , and training on (ICT) are strong predictors of a teachers attitude towards (ICT). These characteristics have had an average impact on the integration of ICT in the teaching of the lower basic level courses in the middle Badia schools in Jordan, which supports the importance of this study and the training teachers need in order to acquire ICT skills and employ them in education.

Conclusions: These results may help policy-makers and teacher to include (ICT) in pre-service and in-service teacher training.

Downloads

Download data is not yet available.

References

Alawneh, H., and Abu-Loom, K. (2018). The Effect of Learning Program in Art Education Based on Information and Communication Technology on Developing Creative Thinking Among Tenth Graders. IUG Journal of Educational and Psychology Sciences, 26(4), 353-376.

Alazzam, A. O., Bakar, A. R., Hamzah, R., & Asimiran, S. (2012). Effects of Demographic Characteristics, Educational Background, and Supporting Factors on ICT Readiness of Technical and Vocational Teachers in Malaysia. International Education Studies, 5(6), 229-243.

Al-Mijlad, A. (2011). The degree of using information and communication technology competences by arar middle school female teachers and their attitudes towards it. (Master thesis, Alyarmouk University)

Al-Qudah, O. (2017). The degree and constraints of using educational technology in the first three basic classes by teachers in Ajloun governorate from their point of view. (Master thesis, Jerash Ahliyya University, Jordan).

Al-rasai, M. (2017). ICT Competencies for pre -service Science Teacher. Al-Hussein Bin Talal Journal of research, 2.

Al-Reemawi, S., & Shakhsheer, K. (2012). Attitudes Towards Computer and Obstacles of it’s Use In Education Among Science Teachers In The Governmental Schools In The West Bank. DIRASAT: EDUCATIONAL SCIENCES, 38(1). Retrieved from https://archives.ju.edu.jo/index.php/edu/article/view/3102.

Al-Shayee, A., and Al-hasan, R. (2007). Computer Skills for Science Teachers, as Determined by Specialists. Faculty education and psychology, Ain shams university, 1(3).

Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179-211.

Almiglsd, A. (2011). The Degree of Using Information and Communication Technology Competences by Middle school female teachers and their Attitudes. (Thesis/ Dissertation, Yarmouk University, Jordan).

Andreia R, Georeta, P, and Ion, P. (2014). Characteristics of effective teacher. Social Behavioral Sciences, 127, 534-538.

Ayiema, J. O., Mwoma, T., & Ouko, H. (2019). Determinants of Teachers’ Use of Instructional Resource in Teaching Pre-Primary School Science and Mathematics Activities In Machakos County, Kenya. International Journal of Current Aspects, 3(II), 159-185.

Ayub, A. F. M., Bakar, K. A., & Ismail, R. (2015, October). Factors predicting teachers’ attitudes towards the use of ICT in teaching and learning. In AIP Conference Proceedings (Vol. 1682, No. 1, p. 030010). AIP Publishing LLC.

Bordbar, F. (2010). English teachers' attitudes toward computer-assisted language learning. International Journal of Language Studies, 4(3).

Buabeng-Andoh, C. (2012). An exploration of teachers’ skills, perceptions and practices of ICT in teaching and learning in the Ghanaian second-cycle schools. Contemporary Educational Technology, 3(1), p.36.

Canazza, M.R. (2018). The Internet as a global public good and the role of governments and multilateral organizations in global internet governance. Meridiano, 47, 19.

Cetin T., and Melek, C. (2020). The relationship between effective teacher characteristics and reasons for choosing teaching profession: Development of an effective teacher inventory. International journal of assessments tools in education, 7(3),420-435.

Chemwei, B., Kiboss, J. K., & Njag, K. (2016). Relationship between teacher-educator characteristics and the integration of Information and Communication Technologies in teaching and learning in Teacher Education Institutions in Kenya.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 319-340.

Mustafa, D. (2010). Primary trainee teacher’s attitudes to and use of computer and technology in mathematics: The case of Turkey. Educational Research and Reviews, 5(11), 690-702.

Eunice, C., Githus, B.N, and Ngeno, J. K. (2020). Influence of Teachers’ Characteristics on their Attitude towards the Integration of ICT in Mathematics Instruction in Primary Schools Mathematics Instruction in Nakuru East Sub-County-Kenya. Journal of Education and Practice, 11(36), 98-105.

Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223-253.

Hamadto, H. (2014). Teachers attitudes towards using electronic instruction in secondary schools in Omdurman locality Khartoum state.

Hockly, N., and Dudeney, G. (2018). Current and future digital trends in ELT. Relc Journal, 49(2), 164-178

Hooker, M. (2017). A Study on the Implementation of the" Strengthening Innovation and Practice in Secondary Education Initiative" for the Preparation of Science, Technology, English and Mathematics (STEM) Teachers in Kenya to Integrate Information and Communication Technology (ICT) in Teaching and Learning (Doctoral dissertation, Queen's University Belfast. Faculty of Arts, Humanities and Social Sciences, July).

Huang, H.M., & Liaw, S.S.T. (2005). Exploring users’ attitudes and intentions toward the Web as a survey tool. Computers in Human Behavior, 21(5), 729-743.

Keengwe, J., & Ochwari, G. (2008). Computer learning: barriers and promise. Journal of Science Education and Technology, 17, 560 -565.

Lawrence, J.E., and Tar, U.A., (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), pp.79-105.

McFarlane, T. A., Hoffman, E. R., & Green, K. E. (1997). Teachers' Attitudes toward Technology: Psychometric Evaluation of the Technology Attitude Survey.

Marbán, J. M., & Mulenga, E. M. (2019). Pre-Service Primary Teachers' Teaching Styles and Attitudes towards the Use of Technology in Mathematics Classrooms. International Electronic Journal of Mathematics Education, 14(2), 253-263.

Meral, M., Akuner, C., & Temiz, I. (2012). Competencies of Teachers’ use of Technology in Learning and Teaching Processes. Elektronika ir Elektrotechnika, 18(10), 93-97.

Namodi, M. O. (2015). The effect of teacher characteristics on information and communication technology (ICT) integration in public secondary schools in Nakuru Town Sub-county, Kenya (Doctoral dissertation, Egerton University).

Mathipa, E. R., & Mukhari, S. (2014). Teacher factors influencing the use of ICT in teaching and learning in South African urban schools. Mediterranean journal of social sciences, 5(23), 1213-1213.

MULWA, A. S., & KYALO, D. N. (2011). The influence of ICT infrastructure on readiness to adopt e-learning in secondary schools in Kitui district, Kenya.

Murad, O. S. (2014). The Reality of Utilizing Information Communication Technology for School Teachers at Al-Shoubak District Schools and Obstacles facing it. Al-Balqa Research and Studies, 17(1), 107-138.

Lai, P. C. (2017). The literature review of technology adoption models and theories for the novelty technology. JISTEM-Journal of Information Systems and Technology Management, 14, 21-38.

Rbabaah, O. (2020). Characteristics of the Effective Teacher from the Viewpoint of High School Principals in Directorate of Education of Breeding Irbid. Irbid for research and human studies, 22(2), 51-78.

Tweed, S. (2013). Technology implementation: Teacher age, experience, self-efficacy, and professional development as related to classroom technology integration (Doctoral dissertation, East Tennessee State University).

Tasir, Z., Abour, K. M. E. A., Halim, N. D. A., & Harun, J. (2012). Relationship between Teachers' ICT Competency, Confidence Level, and Satisfaction toward ICT Training Programmes: A Case Study among Postgraduate Students. Turkish Online Journal of Educational Technology-TOJET, 11(1), 138-144.

Van Braak, J., Tondeur, J. and Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407.

World bank group. Teachers, Teaching and ICTs. A Knowledge Map on Information & Communication Technologies in Education. https://www.infodev.org/articles/teachers-teaching-and-icts.