Factors affecting teachers' use of information and communications technology: a review of the literature

By S. Mumtaz. 2000

1,226 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c8826bd28a8d500e882333ad1935ddd6a78facdd

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Citations in the corpus

Factors Affecting Teachers' Use of Information and Communication Technology. (2009, background): “According to Mumtaz (2000), lack of time is a factor that hinders technology integration in schools.”
Main Barriers and Possible Enablers of ICTs Integration into Pre-service Teacher Education Programs (2009, background): “Moursund & Bielefeldt (1999) Mumtaz (2000) Nantz & Lundgren (1998)”
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): “Recent research (Yildirim & Kiraz 1997; Mumtaz 2000) showed that a factor influencing beginning teachers’ uptake of computers is the amount and adequacy of their preservice training.”
Which factors obstruct or stimulate teacher educators to use ICT innovatively? (2008, methodology): “Table 1 Overview of factors which positively influence the implementation of ICT in education based on BECTA (2004), Ely (1999), Grunberg and Summers (1992) and Mumtaz (2000)”
Gender Differences in Teacher Computer Acceptance. (2002, background): “munications technology (ICT), Mumtaz (2000) highlighted the role of peda-”
Educating digitally competent teachers: A study of integration of professional digital competence in teacher education (2017, methodology): “In an extensive review performed by Mumtaz (2000), attitude and self-efficacy were identified in several”
Barriers to the Introduction of ICT into Education in Developing Countries: The Example of Bangladesh (2012, background): “In this connection, Mumtaz (2000) states that schools can go only so far to encourage ICT use; actual takeup depends largely on teachers' personal feelings, skills and attitudes.”
Factors that influence teachers’ adoption and integration of ICT in teaching/learning process (2018, background): “The case result supports what other empirical studies (Becta, 2004; Mumtaz, 2000), which found that lack of time is the major and crucial barrier to change in the school culture and integrating ICT into the school and teaching/learning process.”
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”
Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change (2005, background): “There are also in-depth examples of innovatory use in technology-rich environments but little research concerning integration with established practice in mainstream schools (see the extensive review by Mumtaz 2000).”
Factors affecting technology integration in K-12 classrooms: a path model (2010, methodology): “The literature supports this finding in that technology integration is influenced by the support that comes from peers, administration, and the community (Hernandez-Ramos 2005; Lumpe and Chambers 2001; Mumtaz 2005).”
Multimedia tools in the teaching and learning processes: A systematic review (2020, background): “In some ﬁ ndings, some respondents perceived no bene ﬁ ts (Mumtaz, 2000; Snoeyink and Ertmer, 2001; Yuen and Ma, 2002).”