Literature Review on the Factors Affecting Primary Teachers’ Use of Digital Technology

Digital technology is widely available in schools; however, results from international studies indicate that they are not effective toward students’ educational achievement. Teachers need to realise the potential of digital technology in their daily practises and use them well. However, teachers nee...

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Bibliographic Details
Published in:Technology, knowledge and learning knowledge and learning, 2020-03, Vol.25 (1), p.115-128
Main Authors: Spiteri, Marthese, Chang Rundgren, Shu-Nu
Format: Article
Language:English
Subjects:
Concept mapping
Coping
Creativity and Arts Education
Digital competence
Digital technology
Education
Educational Technology
Elementary School Teachers
ICT
Information technology
Knowledge Base for Teaching
Learning and Instruction
Literature reviews
Original Research
Primary teacher
School Culture
Science Education
Skills
Students
Teacher Attitudes
Teacher Education
Teacher Improvement
Teacher Qualifications
Teacher training
Teachers
Teaching
Teaching Methods
Technology integration
Technology Uses in Education
Technology utilization
TPACK
Training
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Summary:Digital technology is widely available in schools; however, results from international studies indicate that they are not effective toward students’ educational achievement. Teachers need to realise the potential of digital technology in their daily practises and use them well. However, teachers need training and guidelines to develop their expertise when using technology for teaching and learning. Failure to do so might result in students lacking the necessary coping skills for their future life in the information age. This literature review aimed to find out what factors affect primary teachers’ use of digital technology in their teaching practices, so as to suggest better training, which will eventually lead to a more guided and relevant use of technology in education. After applying the concept map to the data from the selected studies, four influencing factors were identified: teachers’ knowledge, attitudes and skills, which are also influenced by and influence the school culture. From these findings, recommendations on teacher training with technology and suggestions for further research are given.
ISSN:2211-1662
2211-1670
2211-1670
DOI:10.1007/s10758-018-9376-x