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Teachers' Perceptions of Teaching and Learning with Ict in Public Elementary Schools in Pingtung County, Taiwan.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' Perceptions of Teaching and Learning with Ict in Public Elementary Schools in Pingtung County, Taiwan./
Author:	Andre, Paul Thomas.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	68 p.
Notes:	Source: Masters Abstracts International, Volume: 83-05.
Contained By:	Masters Abstracts International83-05.
Subject:	Teaching. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28821171
ISBN:	9798494462800

Teachers' Perceptions of Teaching and Learning with Ict in Public Elementary Schools in Pingtung County, Taiwan.
Andre, Paul Thomas.

Teachers' Perceptions of Teaching and Learning with Ict in Public Elementary Schools in Pingtung County, Taiwan. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 68 p.

Source: Masters Abstracts International, Volume: 83-05.

Thesis (M.Ed.)--University of Johannesburg (South Africa), 2020.

This item must not be sold to any third party vendors.

Schools in Pingtung. In 2001, Taiwan's Ministry of Education stated that ICT integration should take place in all school curriculums, especially focusing on the development of students' abilities and that teachers must integrate 20% of teaching with ICT (Ministry of education, 1998 & Ministry of Education, 2008). Since the beginning of the 20th century a lot of funds have been invested in developing education through the integration of ICT in Taiwan. Pingtung is in the Southern part of Taiwan. This county depends on annually approved sponsorships, to close the digital divide between schools in Taiwan. Due to the remote location of this county, it lacks educational resources or the training/ support for the implementation thereof (Meng, 2011). The Taiwanese government is encouraging Public Elementary Schools to make use of modern technologies to promote individual learning for inside the classroom and outside to establish portable learning domains (National Development Council, 2018). However, Prensky (2001) stated that our educational institutions are not designed for the "digital natives". Many schools are still reluctant in integrating ICT as teachers perceive they to distort traditional teaching (Buabeng-Andoh, 2012). Even though schools have ICT resources of high quality, it is not being used (Mumtaz, 2000). Many teachers do not see any purpose in integrating ICT with teaching as they doubt that ICT will enhance their lessons (Cartelli & Palma, 2008). The purpose of the research is to document the extent to which ICT is being integrated by public elementary school teachers in Pingtung County. The conceptual framework for this research has been adapted by Ghavifekr & Rosdy (2015) from two theories, Technology Acceptance Model (TAM) (Davis, 2003) and the Diffusion of Innovations (Rogers, 2003) to provide insight about ICT integration in Education. The aim is to determine how public elementary school teachers perceive the barriers, challenges, and benefits of integration of ICT in teaching and learning, considering several variables that influence successful integration of ICT. The Quantitative research was designed around a questionnaire, where public elementary school teachers could express their views and perceptions. The questionnaire is based on an existing tool designed by Gulbahar & Guven's (2008). The research tool has been designed to assess the direct experiences teachers have when teaching and learning with technologies.The total of 32 completed online surveys were collected from a sample of public elementary school teachers in Pingtung County. Data was analysed in according themes and processed by means of SPSS software. The main findings were teachers support the integration of ICT with their teaching as it holds a lot of potential to enrich teaching and learning. However, they experience barriers associated to access to updated resources and limited training. Findings are discussed in terms of the variations in participants' experiences, educational background, their perceptions of barriers regarding teaching and learning with ICT integration and recommendations on how to improve ICT integration.

ISBN: 9798494462800Subjects--Topical Terms:

517098
Teaching.

Teachers' Perceptions of Teaching and Learning with Ict in Public Elementary Schools in Pingtung County, Taiwan.
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500 $a Source: Masters Abstracts International, Volume: 83-05.
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520 $a Schools in Pingtung. In 2001, Taiwan's Ministry of Education stated that ICT integration should take place in all school curriculums, especially focusing on the development of students' abilities and that teachers must integrate 20% of teaching with ICT (Ministry of education, 1998 & Ministry of Education, 2008). Since the beginning of the 20th century a lot of funds have been invested in developing education through the integration of ICT in Taiwan. Pingtung is in the Southern part of Taiwan. This county depends on annually approved sponsorships, to close the digital divide between schools in Taiwan. Due to the remote location of this county, it lacks educational resources or the training/ support for the implementation thereof (Meng, 2011). The Taiwanese government is encouraging Public Elementary Schools to make use of modern technologies to promote individual learning for inside the classroom and outside to establish portable learning domains (National Development Council, 2018). However, Prensky (2001) stated that our educational institutions are not designed for the "digital natives". Many schools are still reluctant in integrating ICT as teachers perceive they to distort traditional teaching (Buabeng-Andoh, 2012). Even though schools have ICT resources of high quality, it is not being used (Mumtaz, 2000). Many teachers do not see any purpose in integrating ICT with teaching as they doubt that ICT will enhance their lessons (Cartelli & Palma, 2008). The purpose of the research is to document the extent to which ICT is being integrated by public elementary school teachers in Pingtung County. The conceptual framework for this research has been adapted by Ghavifekr & Rosdy (2015) from two theories, Technology Acceptance Model (TAM) (Davis, 2003) and the Diffusion of Innovations (Rogers, 2003) to provide insight about ICT integration in Education. The aim is to determine how public elementary school teachers perceive the barriers, challenges, and benefits of integration of ICT in teaching and learning, considering several variables that influence successful integration of ICT. The Quantitative research was designed around a questionnaire, where public elementary school teachers could express their views and perceptions. The questionnaire is based on an existing tool designed by Gulbahar & Guven's (2008). The research tool has been designed to assess the direct experiences teachers have when teaching and learning with technologies.The total of 32 completed online surveys were collected from a sample of public elementary school teachers in Pingtung County. Data was analysed in according themes and processed by means of SPSS software. The main findings were teachers support the integration of ICT with their teaching as it holds a lot of potential to enrich teaching and learning. However, they experience barriers associated to access to updated resources and limited training. Findings are discussed in terms of the variations in participants' experiences, educational background, their perceptions of barriers regarding teaching and learning with ICT integration and recommendations on how to improve ICT integration.
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