Factors that influence teachers’ adoption and integration of ICT in teaching/learning process

Abstract

Information communication technology (ICT) is becoming increasingly important in our daily lives and in our educational system. There is a growing demand on educational institutions to use ICT to teach the skills and knowledge students need for the digital age. The adoption and integration of ICT into teaching and learning environment provides more opportunities for teachers and students to work better in a globalised digital age. ICT has the potential to play an increasingly important role in education be it in classroom, administration and online instruction or other activities. There is tremendous potential for teachers and students to harness the power of ICT to improve the quality of teaching and learning in the classroom. The purpose of this study is to identify the factors that may influence teachers’ decision to adopt and integrate ICT in teaching and learning process. The study is chosen because of the strategic importance of ICT in education in general and particularly, its great potential, to transform the ways in which teaching is carried out in the classroom. It provides opportunities for greater flexibility, interactivity and accessibility for engaging teaching and learning at the individual, group and societal levels. There are a lot of studies in the area, but very little empirical research has been conducted to examine this phenomenon from the teachers perceptive. In order to achieve the study objectives, in-depth case studies, conceptualised within the grounded theory method will be used to generate thick description and explanation of the phenomenon. The diffusion theory and the technology acceptance model will provide the theoretical foundation for this study.