Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change

By Sara Hennessy, Kenneth Ruthven, S. Brindley. 2005

786 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/afc53bc5a6386d8d56f501f1ebc08a8551d57633

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Use of Technology in English Language Learning: A Literature Review (2018, background): “According to Hennessy, Ruthven, and Brindley (2005) and Pourhosein Gilakjani (2017), technology integration is defined in terms of how teachers use technology to perform familiar activities more effectively and how this usage can re-shape these activities.”
Factors that influence teachers’ adoption and integration of ICT in teaching/learning process (2018, background): “Governments have invested heavily on improving ICT infra-structures in teaching and learning in schools (Hennessy et al., 2005), in United Kingdom, the government spending on educational ICT in 2008–2009 was £2.5 billion, in United States, the expenditure on K-12 schools and higher education…”
Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure (2017, background): “They agree with Hennessy, Ruthven, and Brindley (2005) when they state that teachers must develop and implement new strategies to mediate ICT-assisted instruction.”
The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia (2020, background): “This lack of physical interaction, in turn, has led to a decline in the enthusiasm to teach (Hennessy et al., 2005; Ruthven et al., 2004; Strunc, 2020).”
Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research (2007, background): “Finally, Hennessy et al. (2005) found that there was a perceived tension between using technology and the need to conform to the external requirements of traditional examinations.”
Mapping Equity and Quality in Mathematics Education (2011, background): “(NCTM 2000; Hershkowitz et al. 2002; Ruthven et al. 2004).”
Examining teachers’ beliefs about ICT in education: implications of a teacher preparation programme (2007, background): “Searching for efficient ways to prepare teachers to adopt ICT as an integral part of their everyday teaching strategies has been a major priority for most countries across the world (Lang, 2000; Knezek & Christensen, 2002; Davis, 2003; Dexter & Riedel, 2003; Niemi, 2003; Pearson, 2003; Becta, 2004b;”
Risk-aversion: understanding teachers’ resistance to technology integration (2013, background): “…critical factor in teachers’ use of technology in teaching is belief that it supports learning outcomes in their subject area (see Baylor & Ritchie, 2002; Hennessy et al., 2005; Webb & Cox, 2004), therefore how well a technology tool is expected to support the goal of student learning and teaching.”
The impact of ICT in schools - a landscape review (2007, background): “…as characterised by collaborative, investigative and problem-solving activities designed to develop increasingly independent learners who are confident users of ICT, exploring and finding out for themselves, with greater peer interaction compared to non-ICT lessons (Hennessy et al., 2005).”