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Integrating e-courseware into the classroom by primary school teachers: evidence from a developing country

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Abstract

Despite all the efforts to increase the e-courseware presence in primary school classrooms, a below expectation of e-courseware integration is normally reported. However, the extent of this situation will differ in countries from different worlds, and it will lead to the suggestion of different modes of confrontation. This study was designed in the context of a developing country with the aim of examining the frequency of e-courseware integration and obstacles faced by teachers when integrating e-courseware into primary school classrooms. The cluster random sampling technique was used to select 442 survey participants. The results showed that the primary school teachers’ frequency of e-courseware use in the classroom is not high (approximately 3–4 times per month), especially high–interactive e-courseware. Three sets of obstacles, including obstacles regarding e-courseware, obstacles regarding conditions in schools, and obstacles regarding teachers, were identified as having a significant impact on the extent of using types of e-courseware in primary school classrooms. In addition, significant differences as well as the relationship between teachers’ characteristics and the extent of e-courseware use in the classroom were also confirmed. These findings provide evidence and useful information for policy-makers and educators in formulating strategic plans for increasing e-courseware presence in primary school classrooms.

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Data Availability

The datasets analysed during the current study are available from the corresponding author on reasonable request.

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    Quoc Hoa Tran-Duong

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Tran-Duong, Q.H. Integrating e-courseware into the classroom by primary school teachers: evidence from a developing country. Educ Inf Technol 29, 6037–6057 (2024). https://doi.org/10.1007/s10639-023-11927-x

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