Obstacles to the integration of ICT in education: results from a worldwide educational assessment

By W. Pelgrum. Comput. Educ., 2001

1,331 citations recorded by the source corpus.

Subfields: Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/003368b3e35979be2d89bde7d9279982cf6f783e

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Citations in the corpus

The learning effects of computer simulations in science education (2012, background): “In order for educational innovations such as computer simulations to be successful, teachers need to be provided with the necessary skills and knowledge to implement them (Pelgrum, 2001).”
Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure (2017, background): “As explained in the previous section, at the school level, the scarcity or inadequacy of the ICT infrastructure has been the principal obstacle to incorporating ICT into teaching (Bingimlas, 2009; Pelgrum, 2001).”
Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research (2007, neutral): “Lack of technology includes insufficient computers, peripherals, and software (e.g., Karagiorgi, 2005; O'Mahony, 2003; Pelgrum, 2001; Sandholtz, Ringstaff, & Dwyer, 1997).”
Online Teaching Practices and the Effectiveness of the Educational Process in the Wake of the COVID-19 Pandemic (2020, background): “Technical and ICT-related problems such as insufficient hardware, inappropriate software or their poor management, when existing, have been documented as negatively impacting the use of technology in class (Pelgrum, 2001).”
Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge (2005, background): “During the last 15 years, schools have made major investments and continue to invest heavily on increasing the number of computers in schools and the networking of classrooms (Pelgrum 2001).”
Student teachers' thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology (2010, background): “Culture and context have also repeatedly been reported as obstacles to the integration of ICT in education (Chai, Hong, & Teo, 2009; Pelgrum, 2001; Tearle, 2003).”
Beliefs about teaching and uses of technology among pre‐service teachers (2008, background): “Research has found that teachers’ use of technology is influenced by many factors (Leggett, & Persichitte, 1998; Pelgrum, 2001; Zhao, Pugh, Sheldon, & Byers, 2002).”
Effects of a Long-Duration, Professional Development Academy on Technology Skills, Computer Self-Efficacy, and Technology Integration Beliefs and Practices (2006, background): “Lack of preparation time to plan technology infused lessons was identified as a major obstacle, as teachers stated technology integration was new to them and their workloads and schedules precluded taking time to design lessons that included technology (Butler & Sellbom, 2002; Cuban et al., 2001; Dr”
Perceived usability evaluation of educational technology using the System Usability Scale (SUS): A systematic review (2021, background): “…achievement (Schacter, 1999; Youssef & Dahmani, 2008), uses (Lei & Zhao, 2007), learning styles (Manochehr, 2006) and assessment (Wang et al., 2006; Pelgrum, 2001), obstacles to the integration of ICT in education (Pelgrum, 2001; Bingimlas, 2009; Yildirim, 2007; Wee & Zaitun, 2006), and subjects…”
The underutilization of information and communication technology-assisted collaborative project-based learning among international educators: a Delphi study (2007, background): “technology use among teachers include the lack of: Reliable Internet access (Pelgrum, 2001), teacher preparation time (Fabry & Higgs, 1997), time in student schedules”
Barriers to the Introduction of ICT into Education in Developing Countries: The Example of Bangladesh (2012, background): “Teachers’ lack of knowledge and skills is one of the main hindrances to the use of ICT in education both for the developed and underdeveloped countries (Mamun, & Tapan, 2009; Pelgrum, 2001; Ihmeideh, 2009; Williams 1995).”
Factors Affecting Teachers' Use of Information and Communication Technology. (2009, background): “According to Pelgrum (2001), the success of educational innovations depends largely on the skills and knowledge of teachers.”
Examining teachers’ beliefs about ICT in education: implications of a teacher preparation programme (2007, background): “It seems that their attitudes and skill level still remain an obstacle for them to adopt and make effective use of ICT (Dexter et al., 1999; Lang, 2000; Pelgrum, 2001; Becta, 2004a).”