Which factors obstruct or stimulate teacher educators to use ICT innovatively?

By Marjolein Drent, Martina R. M. Meelissen. Comput. Educ., 2008

704 citations recorded by the source corpus.

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Citations in the corpus

Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure (2017, background): “…their attitudes, concepts, or practices to be factors in the incorporation of ICT into the classroom that possess much greater weight than other factors (Akbulut et al., 2007; Drent & Meelissen, 2008; Koh & Chai, 2014; Lee & Lee, 2014; Prestridge, 2012; Tondeur et al., 2008; Valtonen et al., 2015).”
Educating digitally competent teachers: A study of integration of professional digital competence in teacher education (2017, background): “Manipulative factors on the other hand, are, for instance, teachers' attitudes towards technology, their skills in using instructional technology, or availability of technological support and commitment in relation to implementation of technology in school (Drent & Meelissen, 2008, p. 189).”
E-learning, M-learning and D-learning: Conceptual definition and comparative analysis (2018, background): “…(Heath and Ravitz, 2001), funding and technology access (Copley and Ziviani, 2004), lack of ICT knowledge and teachers provide a little support (Drent and Meelissen, 2008), teachers’ attitudes and teaching styles (Selim, 2007), learner motivation (Selim, 2007), technical competency of learners…”
Factors Affecting Teachers' Use of Information and Communication Technology. (2009, methodology): “Technology should be used as a tool to support the educational objectives such as skills for searching and assessing information, cooperation, communication and problem solving which are important for the preparation of children for the knowledge society (Drent & Meelissen 2007).”
Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature (2012, background): “Also, Drent & Meelissen (2008) conducted a study about factors which influence the innovative use of ICT by teacher educators in the Netherlands.”
Barriers to the Introduction of ICT into Education in Developing Countries: The Example of Bangladesh (2012, methodology): “" Technology should be used as a tool to support educational objectives such as skills for searching and assessing information, cooperation, communication and problem solving -which are important for the preparation of children for the knowledge society (Drent and Meelissen 2008).”