Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature

By Khalid Bingimlas. 2009

1,377 citations recorded by the source corpus.

The use of ICT in the classroom is very important for providing opportunities for students to learn to operate in an information age. Studying the obstacles to the use of ICT in education may assist educators to overcome these barriers and become successful technology adopters in the future. This paper provides a meta-analysis of the relevant literature that aims to present the perceived barriers to technology integration in science education. The findings indicate that teachers had a strong desire for to integrate ICT into education; but that, they encountered many barriers. The major barriers were lack of confidence, lack of competence, and lack of access to resources. Since confidence, competence and accessibility have been found to be the critical components of technology integration in schools, ICT resources including software and hardware, effective professional development, sufficient time, and technical support need to be provided to teachers. No one component in itself is sufficient to provide good teaching. However, the presence of all components increases the possibility of excellent integration of ICT in learning and teaching opportunities. Generally, this paper provides information and recommendation to those responsible for the integration of new technologies into science education.

Subfields: Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/06858098e74ad0289bb392eea91cdb2441a049df

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Citations in the corpus

Secondary School Mathematics Teachers’ Views on E-learning Implementation Barriers during the COVID-19 Pandemic: The Case of Indonesia (2020, background): “The barriers in terms of teacher level barrier included: lack of teacher confidence (Balanskat et al., 2006; Bingimlas, 2009; Scrimshaw, 2004); teachers’ unwillingness to change their practice (Hew & Brush, 2007; Scrimshaw, 2004); teachers’ lack of understanding of e-learning advantages (Scrimshaw,…”
Perceived usability evaluation of educational technology using the System Usability Scale (SUS): A systematic review (2021, background): “…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 being learned (Cohen & Nycz, 2006; Williams, 2005), the field of educational…”
Multimedia tools in the teaching and learning processes: A systematic review (2020, background): “(cid:1) Lack of basic ICT skills for adoption and use of multimedia tools (Akbaba-Altun, 2006; Bingimlas, 2009; Cagiltay et al., 2001) (cid:1) Lack of access to computing resources such as hardware and software (Akbaba-Altun, 2006; Bosley and Moon, 2003; Cinar, 2002; Mumtaz, 2000; Taylor and Todd,…”
“I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 (2020, background): “Bingimlas (2009) outline some necessary steps to ensure successful ICT integration; provision of ICT resources (both hardware and software), training new pedagogical approaches to faculty members resistance to change, provision of training courses on how to deal with new gadgets and modern…”
Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review (2022, background): “Moreover, poor quality Education and Information Technologies (2023) 28:6695–6726 and inadequate hardware maintenance, and unsuitable educational software may discourage teachers from using ICTs (Balanskat et al., 2006; Bingimlas, 2009).”
Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure (2017, background): “…resistance to the changes that ICT incorporation involves, the ineffectiveness of teacher training, the lack of time in the school bureaucracy to learn to teach with ICT, and the lack of technical support staff who can help the teachers (Bingimlas, 2009; Inan & Lowther, 2010; Unal & Ozturk, 2012).”