Abstract
The purpose of the research, which was the second phase of a two-phase study, was to reveal experienced educators’ suggestions for solutions to the challenges to technology integration. Participants were 117 experienced educators as experts in their fields, selected and invited by Turkish Ministry of Education from among ministerial, provincial, and school level managers and experienced teachers to participate in a workshop on “goals and priorities of national education” (N = 117). Initially, suggestions of experienced educators on the solutions to barriers of technology integration were elicited from the participants of the sub-commission titled “Increasing the prevalence of the use of technological tools in education”. Solution suggestions were developed into a questionnaire, which then was used to survey the workshop attendees. Data were analysed by principal axis factoring with direct oblimin rotation, Mann-Whitney-U and Kruskal-Wallis-H tests, as well as Spearman’s ρ correlation coefficient. Analyses revealed that, solution suggestions fall into three categories: Train, Allow Time, and Supply. In order to overcome barriers to technology integration, experienced educators suggested (a) improving the quality of inservice and preservice training, (b) allowing teachers more time by simplifying and reducing the number of courses in the instructional programs, and (c) supplying teachers with technology incentives, quality educational content, technical assistance, and information technology solutions. Analyses revealed that Train, Allow Time, or Supply did not differ according to sex, academic degree, or job position of the participants. However, older managers have been found to have slightly weaker beliefs in developing technology competencies through education.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Al-Awidi, H. M., & Alghazo, I. M. (2012). The effect of student teaching experience on preservice elementary teachers’ self-efficacy beliefs for technology integration in the UAE. Educational Technology Research and Development, 60(5), 923–941. https://doi.org/10.1007/s11423-012-9239-4.
Alkhattabi, M. (2017). Augmented reality as E-learning tool in primary schools’ education: Barriers to teachers’ adoption. International Journal of Emerging Technologies in Learning, 12(2), 91–100. https://doi.org/10.3991/ijet.v12i02.6158.
Almekhlafi, A. G., & Almeqdadi, F. A. (2010). Teachers’ perceptions of technology integration in the United Arab Emirates school classrooms. Journal of Educational Technology & Society, 13(1), 165–175 Retrieved from www.jstor.org/stable/jeductechsoci.13.1.165.
American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. American Psychologist, 57(12), 1060–1073. https://doi.org/10.1037/0003-066X.57.12.1060.
Ames, C. W. M. (2016). Teacher perceptions of factors influencing technology integration in K-12 schools (unpublished master’s thesis). Logan, USA: Utah State University.
Atabek, O. (2019a). Challenges in integrating technology into education. Turkish Studies - Information Technologies and Applied Sciences, 14(1), 1-19. https://doi.org/10.7827/TurkishStudies.14810.
Atabek, O. (2019b). Personal differences and social networking: A comparison of two countries. Educational Policy Analysis and Strategic Research, 14(4), 167-189. https://doi.org/10.29329/epasr.2019.220.10
Atabek, O. (2020). Associations between emotional states, self-efficacy for and attitude towards using educational technology. I(2), 175-194. https://doi.org/10.29329/ijpe.2020.241.12.
Aydın, B. (2017). Three birds with a stone: Technology integration in language education with reverse mentoring model. Journal of Teacher Education and Educators, 6(2), 177–190 Retrieved from https://dergipark.org.tr/en/pub/jtee/issue/43273/525698.
Beaudry, A., & Pinsonneault, A. (2010). The other side of acceptance: Studying the direct and indirect effects of emotions on information technology use. MIS Quarterly, 34(4), 689–710. https://doi.org/10.2307/25750701.
Beri, N., & Sharma, L. (2019). Teachers’ attitude towards integrating ICT in teacher education. International Journal of Innovative Technology and Exploring Engineering, 8(8), 285–295 Retrieved from https://www.ijitee.org/download/volume-8-issue-8/.
Bingimlas, K. A. (2009). Barriers to the successful integration of ict in teaching and learning environments: A review of the literature. EURASIA Journal of Mathematics, Science & Technology Education, 5(3), 235–245. https://doi.org/10.12973/ejmste/75275.
British Educational Communications and Technology Agency. (BECTA, 2004). A review of the research literature on barriers to the uptake of ICT by teachers. Retrieved from http://www.becta.org.uk
Butler, D. L., & Sellbom, M. (2002). Barriers to adopting technology. Educause Quarterly, 2(1), 22–28 Retrieved from https://www.learntechlib.org/p/92849/.
Chapman, L., Masters, J., & Pedulla, J. (2010). Do digital divisions still persist in schools? Access to technology and technical skills of teachers in high needs schools in the United States of America. Journal of Education for Teaching, 36(2), 239–249. https://doi.org/10.1080/02607471003651870.
Christ, T., Arya, P., & Liu, Y. (2019). Technology integration in literacy lessons: Challenges and successes. Literacy Research and Instruction, 58(1), 49–66. https://doi.org/10.1080/19388071.2018.1554732.
Çakır, R., & Yıldırım, S. (2009). Bilgisayar öğretmenleri okullardaki teknoloji entegrasyonu hakkında ne düşünürler? İlköğretim Online, 8(3), 952-964. Retrieved, 2019 from http://ilkogretim-online.org.tr/index.php/io/article/view/1965/1801.
Dede, C. (2011a). Reconceptualizing technology integration to meet the necessity of transformation. Journal of Curriculum and Instruction, 5(1), 4–16. https://doi.org/10.3776/joci.2011.v5n1p4-16.
Dede, C. (2011b). Emerging technologies, ubiquitous learning, and educational transformation. In C. D. Kloos, D. Gillet, R. M. C. Garcia, F. Wild, & M. Wolpers (Eds.), Towards ubiquitous learning (pp. 1–8). Heidelberg, Germany: Springer. https://doi.org/10.1007/978-3-642-23985-4_1.
DeVellis, R. F. (2003). Scale development: Theory and applications (2nd ed.). Thousand Oaks: Sage.
DeVellis, R. F. (2016). Scale development: Theory and applications (4th ed.). Thousand Oaks: Sage.
Du Toit, A. S. (2016). Using environmental scanning to collect strategic information: A south African survey. International Journal of Information Management, 36(1), 16–24. https://doi.org/10.1016/j.ijinfomgt.2015.08.005.
Edutopia. (2007). What is successful technology integration?. Retrieved from https://www.edutopia.org/technology-integration-guide-description
Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research & Development, 47(4), 47–61. https://doi.org/10.1007/BF02299597.
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. https://doi.org/10.1016/j.compedu.2012.02.001.
Ertmer, P., Conklin, D., Lewandowski, J., Osika, E., Selo, M., & Wignall, E. (2003). Increasing preservice teachers’ capacity for technology integration through the use of electronic models. Teacher Education Quarterly, 30(1), 95–112 Retrieved from http://www.jstor.org/stable/23478427.
Etene, Y. (2019). Modelling cloud computing environment towards accessible information communication technology integration in primary schools (unpublished doctoral dissertation). Bungoma, Kenya: Kibabii University.
Fahey, L., King, W. R., & Narayanan, V. K. (1981). Environmental scanning and forecasting in strategic planning-the state of the art. Long Range Planning, 14(1), 32–39. https://doi.org/10.1016/0024-6301(81)90148-5.
Fleischmann, K. (2014). Collaboration through Flickr & Skype: Can web 2.0 technology substitute the traditional design studio in higher design education? Contemporary Educational Technology, 5(1), 39–52. https://doi.org/10.30935/cedtech/6114.
Flores, R. (2015). Impact of technology on teaching and learning practices at high-technology use k-12 schools: A case study (unpublished doctoral dissertation). Los Angeles, USA: University of Southern California.
Fox, C. (2018). The misuse of technology in the modern classroom and a guide for solutions (unpublished master’s thesis). San Marcos, USA: California State University.
Glendinning, S. (2018). A new rootedness? Education in the technological age. Studies in Philosophy and Education, 37(1), 81–96. https://doi.org/10.1007/s11217-016-9562-z.
Guzey, S. S., & Roehrig, G. H. (2012). Integrating educational technology into the secondary science teaching. Contemporary Issues in Technology and Teacher Education, 12(2), 162–183 Retrieved from https://www.learntechlib.org/primary/p/39130/.
Gürer, M., Tekinarslan, E., & Gönültaş, S. (2019). Development and validation of an attitude assessment scale for the use of 3D printing in education. International Journal of Education and Development using ICT, 15(1), 190–203 Retrieved from https://www.learntechlib.org/p/209744/.
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(3), 223–252. https://doi.org/10.1007/s11423-006-9022-5.
Howard, S. K., & Mozejko, A. (2015). Teachers: Technology, change and resistance. In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions (pp. 307–317). Port Melbourne: Cambridge University Press.
Howard, S. K., Thompson, K., Yang, J., & Ma, J. (2019). Working the system: Development of a system model of technology integration to inform learning task design. British Journal of Educational Technology, 50(1), 326–341. https://doi.org/10.1111/bjet.12560.
Hyndman, B. (2018, August). 13. The Conversation: Ten reasons teachers can struggle to use technology in the classroom Retrieved from http://theconversation.com/ten-reasons-teachers-can-struggle-to-use-technology-in-the-classroom-101114.
Ifinedo, P. (2017). Examining students’ intention to continue using blogs for learning: Perspectives from technology acceptance, motivational, and social-cognitive frameworks. Computers in Human Behavior, 72, 189–199. https://doi.org/10.1016/j.chb.2016.12.049.
International Society for Technology in Education. (2002). National educational technology standards for students. Retrieved from https://www.iste.org/standards/for-students
Irby, D. R. (2017). Middle school student and teacher perceptions about the effectiveness of the technology integration in the classroom (unpublished doctoral dissertation). Louis, St. Louis, USA: University of Missouri-St.
Johnson, A. M., Jacovina, M. E., Russell, D. E., & Soto, C. M. (2016). Challenges and solutions when using technologies in the classroom. In S. A. Crossley & D. S. McNamara (Eds.), Adaptive educational technologies for literacy instruction (pp. 13–29). New York: Taylor & Francis.
Koch, T. (2018). Problematic ethics: Public opinion surveys in medico-legal disputes. HEC Forum, 31, 1–10. https://doi.org/10.1007/s10730-018-9366-3.
Kopcha, T. J. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59(4), 1109–1121. https://doi.org/10.1016/j.compedu.2012.05.014.
Kotrlik, J., & Redmann, D. (2009). Analysis of teachers’ adoption of technology for use in instruction in seven career and technical education programs. Career and Technical Education Research, 34(1), 47–77. https://doi.org/10.5328/CTER34.1.47.
Lai, C. (2015). Modeling teachers’ influence on learners’ self-directed use of technology for language learning outside the classroom. Computers & Education, 82, 74–83. https://doi.org/10.1016/j.compedu.2014.11.005.
Law, N., Pelgrum, W. J., & Plomp, T. (Eds.). (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Hong Kong: Comparative Education Research Centre.
Lee, M. H., & Tsai, C. C. (2008). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the world wide web. Instructional Science, 38(1), 1–21 https://doi.org/10.1007/s11251-008-9075-4.
Lei, J. (2010). Quantity versus quality: A new approach to examine the relationship between technology use and student outcomes. British Journal of Educational Technology, 41(3), 455–472. https://doi.org/10.1111/j.1467-8535.2009.00961.x.
Martin, B. (2018). Faculty technology beliefs and practices in teacher preparation through a TPaCK lens. Education and Information Technologies, 23(5), 1775–1788. https://doi.org/10.1007/s10639-017-9680-4.
Masini, E. (1993). Why futures studies? London: Grey Seal Books.
McDermott, L., & Murray, J. (2000). A study on the effective use and integration of technology into the primary curriculum. Chicago: Saint Xavier University.
McEwen, T. (2008). Environmental scanning and organizational learning in entrepreneurial ventures. The Entrepreneurial Executive, 13(1), 1–16.
Meister, D. G. (2010). Experienced secondary teachers' perceptions of engagement and effectiveness: A guide for professional development. Qualitative Report, 15(4), 880–898 Retrieved from https://nsuworks.nova.edu/tqr/vol15/iss4/7/.
Mertala, P. (2019). Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research. Computers in Human Behavior, 101, 334–349. https://doi.org/10.1016/j.chb.2019.08.003.
Metaari. (2018). Metaari’s 2018 advanced learning technology research taxonomy: Research methodology, product definitions, buyer segmentation, and licensing model. Retrieved from http://www.metaari.com/whitepapers.html
Mills, S. C., & Tincher, R. C. (2003). Be the technology: A developmental model for evaluating technology integration. Journal of Research on Technology in Education, 35(3), 382–401. https://doi.org/10.1080/15391523.2003.10782392.
Morrison, J. L. (1993). Environmental scanning in educational planning: Establishing a strategic trend information system. In Paper presented at the 1993 annual meeting of the American Educational Research Association. Atlanta: USA.
MNERT. (n.d.). FATIH projesi hakkında [About FATIH project]. Retrieved from http://fatihprojesi.meb.gov.tr/proje-hakkinda/
MNERT. (2018). Fatih projesi eğitim teknolojileri zirvesi [Press release]. Retrieved from http://www.meb.gov.tr/fatih-projesi-egitim-teknolojileri-zirvesi/haber/17357/tr
Nagra, H. (2015). Technology-enhanced, ınquiry-based learning in the science classroom (unpublished master’s thesis). Victoria, Canada: University of Victoria.
OECD. (2015). Students, computers and learning: Making the connection. Paris: OECD Publishing. https://doi.org/10.1787/9789264239555-en.
OECD. (2018). Education at a glance 2018: OECD indicators. Paris, France: OECD Publishing. https://doi.org/10.1787/eag-2018-en.
O’Rourke, N., Psych, R., & Hatcher, L. (2013). A step-by-step approach to using SAS for factor analysis and structural equation modeling (2nd ed.). Cary: SAS.
Özden, M. (2007). Problems with science and technology education in Turkey. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 157–161. https://doi.org/10.12973/ejmste/75391.
Preble, J., Rau, P., & Reichel, A. (1988). The environmental scanning practices of U. S. Multinationals in the late 1980’s. Management International Review, 28(4), 4–14 Retrieved from http://www.jstor.org/stable/40227901.
Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, 37(2), 163–178. https://doi.org/10.1016/S0360-1315(01)00045-8.
Rebora, A. (2016, June 6). Teachers still struggling to use technology to transform instruction, survey says. In Education week Retrieved from https://www.edweek.org/ew/articles/2016/06/09/teachers-still-struggling-to-use-tech-to.html.
Ribble, M. S., & Bailey, G. D. (2004). Monitoring technology misuse & abuse: A five-step plan for creating a digital citizenship program in your school. Technological Horizons in Education, 32(1), 22–25.
Richter, D., Kunter, M., Klusmann, U., Lüdtke, O., & Baumert, J. (2011). Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education, 27(1), 116–126. https://doi.org/10.1016/j.tate.2010.07.008.
Ritzhaupt, A. D., Dawson, K., & Cavanaugh, C. (2012). An investigation of factors influencing student use of technology in K-12 classrooms using path analysis. Journal of Educational Computing Research, 46(3), 229–254 10.2190%2FEC.46.3.b.
Robertson, J. (2011). The educational affordances of blogs for self-directed learning. Computers & Education, 57(2), 1628–1644. https://doi.org/10.1016/j.compedu.2011.03.003.
Rowe, G., & Wright, G. (2001). Expert opinions in forecasting: Role of the Delphi technique. In J. S. Armstrong (Ed.), Principles of forecasting: A handbook for researchers and practitioners (pp. 235–251). Boston: Springer. https://doi.org/10.1007/978-0-306-47630-3_7.
Ryan, Y., & Latchem, C. (2016). Educational technologies in distance education. Off-campus and online, but on course? In N. Rushby & D. W. Surry (Eds.), The Wiley handbook of learning technology (pp. 160–179). Malden: John Wiley & Sons. https://doi.org/10.1002/9781118736494.ch10.
Schaffer, S. P., & Richardson, J. C. (2004). Supporting technology integration within a teacher education system. Journal of Educational Computing Research, 31(4), 423–435 10.2190%2FV1BX-35NW-7AH6-6MME.
Searson, M., Laferriere, T., & Nikolow, R. (2011). Barriers to successful implementation of technology integration in educational settings. Paris, France: Paper presented at EduSummIT Retrieved from http://edusummit.nl/res2011/calltoaction2011/briefpapers2011.
Semiz, K., & Ince, M. L. (2012). Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(7), 1248–1265. https://doi.org/10.14742/ajet.800.
Sewdass, N., & Du Toit, A. (2014). Current state of competitive intelligence in South Africa. International Journal of Information Management, 34(2), 185–190. https://doi.org/10.1016/j.ijinfomgt.2013.10.006.
Shank, D. (2014). Technology and emotions. In J. Stets & J. Turner (Eds.), Handbook of the sociology of emotions volume II (pp. 511–528). Dordrecht: Springer. https://doi.org/10.1007/978-94-017-9130-4_24.
Shapley, K., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2011). Effects of technology immersion on middle school students’ learning opportunities and achievement. The Journal of Educational Research, 104(5), 299–315. https://doi.org/10.1080/00220671003767615.
Sheikhtaheri, A., Hashemi, N., & Hashemi, N. A. (2018). Benefits of using mobile technologies in education from the viewpoints of medical and nursing students. Studies in Health Technology and Informatics, 251, 289–292 Retrieved from https://europepmc.org/article/med/29968660.
Sicilia, C. (2005). The challenges and benefits to teachers’ practices in constructivist learning environments supported by technology (unpublished master’s thesis). Montreal, Canada: McGill University.
Su, J., & Liu, J. (2012). Exploring critical factors in China's manufacturing technology innovation. Journal of Knowledge-based Innovation in China, (4)2, pp. 104-117. https://doi.org/10.1108/17561411211235712.
Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research & Development, 65(3), 555–575. https://doi.org/10.1007/s11423-016-9481-2.
Topuz, A. C., & Göktaş, Y. (2015). Türk eğitim sisteminde teknolojinin etkin kullanımı için yapılan projeler: 1984-2013 dönemi. International Journal of Informatics Technologies, 8(2), 99. https://doi.org/10.17671/btd.43357.
Tosuntaş, Ş. B., Çubukçu, Z., & İnci, T. (2019). A holistic view to barriers to technology integration in education. Turkish Online Journal of Qualitative Inquiry, 10(4), 439–461. https://doi.org/10.17569/tojqi.613969.
Trewartha, B. (2019). TPACK for pre-service teachers: The interdependence of tech, content, and pedagogy. In R. Power (Ed.), Technology and the curriculum: Summer 2019. Power Learning Solutions: Surrey, Canada Retrieved from https://techandcurr2019.pressbooks.com/.
Trucano, M. (2013). July 31. In Big educational laptop and tablet projects - ten countries to learn from Retrieved from http://blogs.worldbank.org/edutech/big-educational-laptop-and-tablet-projects-ten-countries.
Warschauer, M., Cotten, S. R., & Ames, M. G. (2011). One laptop per child Birmingham: Case study of a radical experiment. International Journal of Learning and Media, 3(2), 61–76. https://doi.org/10.1162/ijlm_a_00069
West, J. J., & Anthony, W. P. (1990). Strategic group membership and environmental scanning: Their relationship to firm performance in the foodservice industry. International Journal of Hospitality Management, 9(3), 247–267. https://doi.org/10.1016/0278-4319(90)90019-T.
Weston, M. E., & Bain, A. (2010). The end of techno-critique: The naked truth about 1: 1 laptop initiatives and educational change. Journal of Technology, Learning, and Assessment, 9(6), 1–26 Retrieved from https://ejournals.bc.edu/index.php/jtla/article/view/1611.
Yidana, I. (2007). Faculty perceptions of technology integration in the teacher education curriculum: A survey of two Ghanaian universities (unpublished doctoral dissertation). Athens, USA: Ohio University.
Yun, T. Z. (2019). June 6. EdTech: Investing in education technology Retrieved from https://www.theedgemarkets.com/article/edtech-investing-education-technology.
Zhu, K., Kraemer, K. L., & Xu, S. (2006). The process of e-business assimilation in organizations: A technology diffusion perspective. Management Science, 52(10), 1557–1576. https://doi.org/10.1287/mnsc.1050.0487.
Zhuang, W., & Xiao, Q. (2018). Facilitate active learning: The role of perceived benefits of using technology. Journal of Education for Business, 93(3), 88–96. https://doi.org/10.1080/08832323.2018.1425281.
Funding
This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
The authors declare that they have no conflict of interest.
Informed consent
Informed consent was obtained from all individual participants included in the study.
Additional information
Publisher’s note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Atabek, O. Experienced educators’ suggestions for solutions to the challenges to technology integration. Educ Inf Technol 25, 5669–5685 (2020). https://doi.org/10.1007/s10639-020-10243-y
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-020-10243-y