Abstract
The main purpose of this study is to investigate the influencing factors of ICT integration at secondary schools of Isfahan province. In order to obtain a realistic view of the factors especially among those teachers who attended ICT training courses, a total sample of 180 secondary school teachers were recruited randomly and a survey was completed. A researcher-approved questionnaire was developed to measure participants’ access rate to ICT resources, ICT skills and their ICT integration practices. The content validity method was used for estimating the validity of the questionnaire and Cronbach’s alpha coefficient was calculated to verify its reliability. The results were analysed using descriptive and inferential statistics methods. Based on the results, teachers have adequate access to hardware at home and school. However, the access rate to software is not of a desirable level. In spite of attending ICT training courses, secondary teachers were not proficient in using ICT tools and their technology usage in education, research and communication domains is less than the desired level. Results indicate that though there is a tendency to get computers and use the Internet, still using them in different areas remains an unsolved problem. The findings address implications for teacher educators and professional development programme providers.
Highlights
Information communication technology (ICT) has witnessed tremendous innovations and changed our daily lives
As the findings of this study reveal teachers’ access rate to hardware facilities such as computers, Internet and printers is above 50%
This research demonstrates controversial results compared with the results of other studies in which technology accessibility is a major barrier in secondary schools for ICT integration (Islami 2004; Salehi and Salehi 2012)
Summary
Information communication technology (ICT) has witnessed tremendous innovations and changed our daily lives. Research in Learning Technology investigating the status of computer labs at Iranian secondary schools noted that the activation of ICT labs in schools is dependent on educational, managerial, administrative, motivational, recreational and constitutive deeds. In this context, teachers pointed to the provision of adequate equipment and technical support as a driver for them to integrate ICT in teaching and learning (Mirzajani and Mahmud 2016). Greek high school teachers likewise perceived the lack of technological resources (especially Internet access) as the major obstacle in utilising ICT in their classrooms (Nikolopoulou and Gialamas 2016)
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