Integration of Information Technology in Educational Practices

Across various educational environments, there has been a growing concern in recent years about the continued presence of ineffective instructional practices. This study aimed to determine the relationship between technology integration and instructional practices of early childhood education (ECE) teachers, with the hypothesis that no significant difference exists between the two. Employing a descriptive quantitative research design with a correlational approach, utilized a total enumeration sampling on the licensed and practicing ECE teachers of Tagum City. The findings indicate a substantial correlation between ECE teachers’ technology integration and their instructional practices. This is consistent with Vygotsky's Activity Theory, which highlights that the integration of technology transforms instructional practices. The study concluded that there is a strong positive relationship between technology integration and the instructional planning of Early Childhood Education (ECE) teachers, showing that those who are more confident and engaged with technology demonstrate better instructional planning practices.

This study was carried out for the integration of information technology and economics and trade disciplines. It analysed the integration of information technology and vocational economics and trade disciplines, the effectiveness of information technology integration, administrative support for the integration of information technology and vocational economics and trade disciplines, the advantages and disadvantages of information technology and other aspects.It was found through the study that integration of information technology with vocational economics and trade subjects is conducive to innovative teaching methods, providing more opportunities for communication between students and teachers, and obtaining teaching evaluations. By providing administrative support for the integration of information technology and vocational economics and trade disciplines, building digital training rooms, and purchasing information technology systems, the integration of information technology and the curriculum will be more effective, and the information technology literacy of teachers and students will be significantly improved. Strengthening the integration of information technology and economic and trade disciplines, teaching content is livelier and more interesting, students are more active in learning, and teaching feedback is timelier. For this reason, this study gave a theoretical explanation from the process of integration of information technology and economics and trade subjects. It is made clear that carrying out the teaching of integrated marketing practice system can only form a new educational impact and play a new educational role if it is accepted by both teachers and students.

The role of supporting teachers related to the technology integration was generally given to the school managers. However, it is pointed out that the school managers fail to satisfy in having knowledge about using teaching technologies, perceiving their user, cooperative, and facilitating roles in learning-teaching process and they were insufficient in the mentorship (Brockmeier, Sermon, & Hope, 2005; Can, 2008). In this context, as well as school managers, other specialized people in the field of Information and Communication Technologies (ICT) integration related to technology integration is also needed. Sugar and Holloman (2009) determined that those experts who may be assigned as mentors, should be eager to learn new technologies, capable of solving technical problems, able to access technology resources, and have capacity of cooperating with teachers. In order to conduct an effective ICT integration process, a mentor is expected to interact with teachers by presenting new technologies related to their fields, supporting them in solving the technical problems, developing the materials which they employ in their lessons, and suggesting different technologies for different issues (Anderson & Dexter, 2005; Frazier & Bailey, 2004; Sugar, 2005). On the other hand, Lesisko (2005) emphasized that mentors have positive effects on removing the anxieties and providing professional development for the teachers.In the technology integration process, numerous components take place such as teachers, administrators, schools/institutions, infrastructure/resources, experience and attitudes. The complexity of the interactions between the components guided researchers to construct various models to define and implement the process (Cakiroglu, 2013; Mazman & Usluel, 2011). In order to determine the stages of integration, Toledo (2005) aimed to determine the stages of integration process with regard to features of educational, Wang and Woo (2007) focused on determining the ICT integration levels drawing attention on handled issue, Roblyer (2006) revealed the conditions of establishing the principles of integration. The efforts related to the integration process generally reflect social, pedagogical, and technical dimensions in order to guide the implement the ICT technologies to learning environments (Wang, 2008), and determine the factors affecting to this integration and the implementation process in teaching programs from school based perspectives (Vanderlinde & van Braak, 2010). Some integration models have been implemented in the last two decades in order to provide maximum efficiency in the integration process. Five-step integration model of computer technologies (Toledo, 2005), systemic planning model (Wang & Woo, 2007), technological, pedagogical, and content knowledge model (Mishra & Koehler, 2006), generic model of pedagogy, social interaction and technology (Wang, 2008), e-capacity model (Vanderlinde & vanBraak, 2010), and technology integration planning model (Roblyer, 2006) related to technology integration are some of those. Another model, Systems-Based Mentoring Model (SBMM) came into prominence in terms of removing the obstacles and complexity of the new technologies which enters into learning environments which the teachers frequently encounter (Kopcha, 2010). In the model, the teachers are guided to employ the technology through experiencing various activities in the stages of the model. Basically, the model promises teachers' guidance which is administered by the mentors. Numerous common obstacles (time, attitude, access, culture, professional development etc.) encountered by teachers who is overcomes via the facilitating roles of the mentorship. Moreover, various strategies such as creating a vision for technology integration, modelling the use of technology and training leader teachers are also included in the model. The structure of the model was summarized in Figure 1.According to the model, technology integration process consists of four basic stages, shown in the shape of overlapping circles in the figure. …

PurposeThis paper examines factors influencing successful information technology (IT) integration in developing countries’ e-government sectors, analyzing benefits and challenges to understand interconnections among factors. This study aims to overcome barriers and maximize benefits, contributing to advancing knowledge and effective IT integration implementation practices, to enhance service delivery.Design/methodology/approachThis paper uses interpretive philosophy and qualitative methods to explore factors affecting IT integration implementation. Using systematic literature review, it identifies key knowledge, insights and future research directions, contributing to theory enrichment through model development elucidating IT integration factors influencing IT integration implementation in the e-government public sector and its broader ecosystem.FindingsThe findings indicate that while IT integration implementation enhanced efficiency, data security and service delivery, implementation challenges such as resource constraints, resistance to change and interoperability issues, exacerbated by the COVID-19 pandemic’s impact on remote and hybrid work, are evident. Unique to Nigeria are public trust and unreliable power supply issues, significantly impacting service delivery. Notably, the study emphasizes the interconnection between these challenges and benefits, illustrating the complexity of IT integration in the e-government public sector, aligning with similar findings in the literature on other countries.Research limitations/implicationsLimitations include regional variations and a narrow temporal scope, impacting generalizability. Methodological choices may affect inclusivity, and contextual factors might not be fully captured. Policymakers can use findings for targeted strategies, while collaboration fosters understanding and monitoring ensures sustained success.Originality/valueThe study’s originality lies in its comprehensive examination of IT integration in the e-government sector, especially in developing countries like Nigeria. Through a systematic review from 2004 to 2024, it identifies unique challenges and benefits, emphasizing management’s role and proposing innovative frameworks for future research.

The present study examined the predictors of information technology (IT) integration in secondary school mathematics lessons. The predictors pertained to IT resource availability in schools, school contextual/institutional variables, accountability pressure faced by schools, subject culture in mathematics, and mathematics teachers’ pedagogical beliefs and practices. Data from 32,256 secondary school students from 2,519 schools in 16 developed economies who participated in the Program for International Student Assessment (PISA) 2012 were analyzed using hierarchical linear modeling (HLM). Results showed that after controlling for student-level (gender, prior academic achievement and socioeconomic status) and school-level (class size, number of mathematics teachers) variables, students in schools with more computers per student, with more IT resources, with higher levels of IT curricular expectations, with an explicit policy on the use of IT in mathematics, whose teachers believed in student-centered teaching-learning, and whose teachers provided more problem-solving activities in class reported higher levels of IT integration. On the other hand, students who studied in schools with more positive teacher-related school learning climate, and with more academically demanding parents reported lower levels of IT integration. Student-related school learning climate, principal leadership behaviors, schools’ public posting of achievement data, tracking of school’s achievement data by administrative authorities, and pedagogical and curricular differentiation in mathematics lessons were not related to levels of IT integration. Put together, the predictors explained a total of 15.90% of the school-level variance in levels of IT integration. In particular, school IT resource availability, and mathematics teachers’ pedagogical beliefs and practices stood out as the most important determinants of IT integration in mathematics lessons.

PurposeThis paper aims to investigate that how to mitigate the weaker party's risk perception in imbalanced supply chain relationships by framing contracts according to complexity and recurrence. The level of information technology (IT) integration is considered as the moderator influencing the effectuation of contract framing.Design/methodology/approachThe authors conducted a questionnaire survey with 229 firms involved in imbalanced supply chains. Hierarchical regression analysis was used to test the hypotheses.FindingsThe authors found contractual complexity positively influenced performance and relational risk, while contractual recurrence negatively impacted performance and relational risk. This study further reveals the positive moderating effect of IT integration in influencing contractual complexity on relational risk and performance risk and the negative impact of IT integration in influencing contractual recurrence on relational risk and performance risk.Research limitations/implicationsOverall, this study posits the coordinating role of contracts in reducing the weaker party's risk perception in imbalanced supply chain relationships.Practical implicationsThe authors concluded by illustrating how to customize contracts based on the level of IT integration to maximize their role in reducing risk perception.Originality/valueThis study is embedded in imbalanced supply chain relationship, aiming to solve the problem of high-risk perception held by the weaker party, which is a salient threat to the sustainability of collaboration. Contract framing is proposed as an effective approach for mitigating risk perception, which should be carefully designed based on the level of IT integration of the relationship. The authors found that contractual complexity has a positive influence on performance and relational risk, but contractual recurrence has a negative impact on performance and relational risk. This study further reveals the moderating effect of IT integration on the effectuation of contractual framing.

PurposeThe purpose of this study is to explore whether information technology (IT) integration capability and data sharing can improve project management performance in China’s construction industry under the background of global informatization. Moreover, the authors explore the moderating role of relational governance between IT integration capability and data sharing.Design/methodology/approachA theoretical model based on the research hypotheses proposed in this study was developed, and a questionnaire survey was conducted with 205 professionals. The data collected were analyzed by the structural equation modeling (SEM) technique.FindingsThe results indicate that IT integration capability has a significant and positive impact on project management performance and data sharing. Moreover, data sharing has a significant and positive impact on project management performance, and it plays a mediating role between IT integration capability and project management performance. In addition, relational governance significantly influences the mediating effect of data sharing.Research limitations/implicationsThe data used in this study is from Chinese scenarios, so the research conclusions and application effects based on this are bound to have certain regional limitations. So, a larger sample size from other countries could be selected to test the model. Besides, there are many factors that affect project management performance improving, and the theoretical model proposed in this study may not be fully considered. Therefore, follow-up researchers can consider bringing more suitable variables into their research studies, so that the theoretical research studies can be more in line with the actual project management practice.Originality/valueThis research’s value is as follows: Firstly, this paper broadens the understanding of how IT integration capability, data sharing and relational governance affects project management performance and enriches the literature in the construction management field under the background of global informatization. Secondly, this research provides a detailed governance solution to improve project management performance.

Healthcare alliance networks, also known as integrated delivery systems (IDSs), have developed rapidly in the US. Yet, research has not kept pace. This study examines two interrelated needs of healthcare alliance network research—the value of information technology (IT) integration for the IDS and the value of IT integration for the participating hospitals. Hypotheses are developed that relate IT integration to quality and performance outcomes at both the IDS level and at the hospital level. In addition, a taxonomy of hospitals is developed based on size; and the value of IDS IT integration is examined for each hospital quartile. The results of the study suggest that IT integration does indeed have a significant impact on performance in the healthcare industry. In addition, the results suggest that the performance improvements realized at the IDS level of analysis do not extend equally to all hospitals in the IDS.

PurposeThe purpose of this study is to explore four integrative supply chain practices – customer information technology (IT) integration, supplier IT integration, customer collaboration, and supplier collaboration – using a service‐dominant logic (SDL) lens to inform their relationships with procurement capability and ultimately firm performance. The study goes on to examine how firms with high and low procurement capability differ in their use of these practices, thus informing curiosity regarding “best practices”.Design/methodology/approachData were collected from 711 firms in 23 countries during the International Manufacturing Strategy Survey (IMSS). Exploratory factor analysis established simple factor structure and construct validity. Stepwise regression was employed to analyze relationships among customer collaboration, supplier collaboration, customer IT integration, supplier IT integration, procurement capability, and firm performance. T‐tests examined differences between the practices employed by firms with high and low procurement capability.FindingsFindings reveal positive relationships among customer collaboration, supplier collaboration, customer IT integration, and procurement capability. Supplier IT integration is not found to be significantly related to procurement capability. Procurement capability is in turn found to be positively associated with firm performance. All four variables emerge as best practices of firm's demonstrating high procurement capability.Originality/valueThis study provides a rare empirical investigation, and rich insights, into SDL for value co‐creation in supply chain management by examining an international sample of manufacturers. This study contributes to the extant understanding of supply chain collaboration and integration by unpacking key practices in the context of a firm's procurement capability. Lastly, “best practices” are provided which should be of great interest for practitioners from around the globe.

This study explores the impact of information technology (IT) integration and supplier participation on the management and enhancement of supplier sustainability performance, addressing a research gap in understanding how collaborative IT systems and supplier involvement jointly influence sustainable practices. By analyzing a global dataset of manufacturing firms, we employ a quantitative research methodology to test a conceptual model that examines these relationships. The findings demonstrate that IT integration with suppliers significantly fosters sustainable management practices, which subsequently improve suppliers’ sustainability performance. Furthermore, the study reveals that the effectiveness of IT integration is significantly enhanced when suppliers are actively involved, underscoring the importance of collaboration in driving sustainability outcomes. These insights contribute to the literature on supplier sustainability management by highlighting the synergistic role of IT and supplier engagement. Future research should explore the long-term effects of IT integration on sustainability performance across diverse industries, investigate the role of emerging technologies such as blockchain and artificial intelligence in supplier collaboration, and examine the impact of cultural and organizational differences on the effectiveness of IT-driven sustainability initiatives. This study provides practical guidance for manufacturers aiming to optimize their sustainability efforts through strategic IT integration and supplier involvement.

PurposeUnderstanding how value is actually generated in e‐government projects is one of the most challenging, and relevant, issues in e‐government research. This paper aims to investigate the contribution of service‐based information technology (IT) integration for generating value in the public sector, proposing a theoretical framework based on the theory of IT conversion effectiveness.Design/methodology/approachThe paper illustrates this novel approach to electronic government evaluation with an exploratory case study of a service‐based IT integration project developed by the City of Genoa, showing how and why IT integration can substantially contribute to value generation in the public sector.FindingsContrarily to what one would expect according to the original theory of IT conversion effectiveness, value generation may happen even with no substantial growth in the pre‐existing IT asset portfolio. In fact, what is truly important is not only the availability of IT assets (policy output), but also their proper use (policy outcome) and their final effects on policy takers (policy impact). The case study shows how a low‐cost and small IT integration project based on agile information system development practices can significantly leverage the legacy systems, enhancing the overall degree of IT conversion effectiveness (first stage), with expected positive effects on policy outcomes (second stage) and policy impacts (third stage). The enabling effect of the web services technology has a central role in the overall value generation process.Originality/valueWhile addressing a literature void in the context of public sector, this theoretical approach is substantial as it can be used to evaluate and maximize the value generated by e‐government projects, with a special focus on service‐based IT integration projects.

Effective use of technology in educational environments and its successful integration increases the productivity of instructional processes. Constant and good-quality support supposed to be provided for teachers is quite important for technology use in educational environments. Thus, it is necessary to find answers to the question of what kinds of activities could be used to provide teachers with constant support for technology integration in educational environments. In this respect, the present study aimed at determining teachers’ views and their suggestions about the process of technology integration into educational environments and about the problems experienced in the process. In the study, the research sample included a total of 21 teachers teaching at Tepebasi Resat Benli Elementary School in the city of Eskisehir. Of all the participating teachers, 11 of them were elementary school teachers, and 10 of them were field teachers. In order to find answers to the research questions directed in line with the overall purpose of the study, the qualitative research method was applied. The research data were analyzed with the help of thematic analysis. The research data were collected via the focus-group interviews held with the teachers, observations and researcher journals. The data collected in the study were gathered under two main themes depending on the open-ended questions directed to the teachers regarding technology use and on the related literature. These themes were ‘Problems experienced by teachers regarding technology use in class’ and ‘Suggestions for effective use of technology’

Purpose: The purpose of this study is to examine the perception and support needs of parents of elementary school students with disabilities who are concerned about transferring to special schools. Research Method: In-depth interviews were conducted with seven parents whose children were enrolled in an elementary school inclusive classroom and were considering transferring to a special school. Findings: The results of the study revealed 4 major categories and 9 subcategories: 'parent awareness of integrated education', 'struggling in an educational environment with insufficient support personnel', 'Special schools as an alternative choice', and 'Essential support in the education of students with disabilities'. Conclusion: First, parents of students with disabilities hoped that a more disability-friendly school culture would be created in the current inclusive education scene. Second, parents of students with disabilities said that it was necessary to prepare an educational environment suitable for the individual needs of students with disabilities. Third, parents of children with disabilities expressed the need for more staff to support inclusive classrooms. Fourth, in order to realize the true education of children with disabilities, it is necessary to secure the number and capacity of special schools that can meet the needs of students without necessarily being integrated.

Purpose: This study aims to conduct a review of research on the integration of information technology in the scope of accounting education over the past 12 years. Research methodology: This study uses a systematic literature review method through a content analysis approach on 43 relevant journals. The research data is in the form of secondary data sourced from international journals and national journals for the period 2012-2024. Results: The results showed that the integration of information technology in accounting education is categorized into 4 aspects, namely (1) Aspects that impact information technology in accounting education, (2) Information Technology in General Accounting, (3) Integration of Information Technology in Accounting Education, (4) Development of Information Technology in Accounting Curriculum. Limitations: This research analyzes a range of literature related to the integration of information technology in accounting education published over the past 12 years, providing an up-to-date overview of developments in this area. Contribution: This research provides a systematic review and comprehensive categorization of the integration of information technology in accounting education over the past 12 years as a reference for future technology-based accounting curriculum development and learning practices

PurposeThis study aims to investigate how information technology (IT) integration and relational ties between a firm and its supplier influence its innovation performance and how such relationships are moderated by relationship duration and institutional distance between the firm and its supplier.Design/methodology/approachBased on 153 matched-pair surveys of firms in China, the authors used regression analyses to test their hypotheses.FindingsThe authors find that IT integration and relational ties with the supplier significantly improve the firm’s innovation performance. Further, the authors find that relationship duration negatively moderates the impact of relational ties on innovation performance. Institutional distance negatively moderates the impact of IT integration, yet positively moderates the impact of relational ties on innovation performance.Originality/valueThis study provides a more nuanced insight into relational and institutional boundary conditions under which IT integration and relational ties affect innovation performance.