Abstract
This study describes the level of adoption of information and communication technologies in teaching in three Latin American countries. It also analyzes factors that affect the process by which teachers incorporate these technologies into their classrooms. In order to do so, an online survey was conducted with 89 teachers. The results show that most of the teachers rated themselves at the highest levels of technology adoption. However, the analysis reveals differences between countries associated with individual-type factors, such as the perception of ICT’s contribution to teaching and learning, and the training and knowledge teachers have in this realm. By contrast, the professional culture was not correlated to these differences, and the various actors with which teachers interact, such as the education ministry and school administration, displayed a non-linear relationship with technology adoption. This suggests the need for a better understanding of the complex relationship between the culture, the various actors involved, and the degree to which teachers adopt technology in education.
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.References
Aesaert, K., van Braak, J., van Nijlen, D., & Vanderlinde, R. (2015). Primary school pupils’ ICT competences: extensive model and scale development. Computers & Education, 81, 326–344. doi:10.1016/j.compedu.2014.10.021.
Albion, P., Tondeur, J., Forkosh-Baruch, A., & Peeraer, J. (2015). Teachers’ professional development for ICT integration: towards a reciprocal relationship between research and practice. Education and Information Technologies, 20(4), 655–673. doi:10.1007/s10639-015-9401-9.
Anderson, R. (2002). Guest editorial: international studies of innovative uses of ICT in schools. Journal of Computer Assisted Learning, 18(4), 381–386.
Balanskat , A., Blamire, R., & Kefala, S. (2006). The ICT impact report: A review of studies of ICT impact on schools in Europe,. In E. Communities (Ed.), European Schoolnet. Brussels.
Büschgens, T., Bausch, A., & Balkin, D. (2013). Organizational culture and innovation: a meta-analytic review. Journal of Product Innovation Management, 30(4), 763–781.
Christensen, R., & Knezek, G. (2001). Instruments for assessing the impact of Technology in Education. Computers in the Schools, 18(2/3), 5–25.
Claro, M. (2010). Impacto de las TIC en los aprendizajes de los estudiantes. Estado del arte. Colección Documentos de proyectos. Santiago de Chile: CEPAL.
Cobos, J., & Camargo, K. (2013). Estrategias para el fortalecimiento de las TIC en las instituciones educativas oficials de Colombia. Observatorio de Educación del Caribe Colombiano, Universidad del Norte.
Donoso, G. (2010). Enlaces en el sistema escolar chileno. Evolución de sus cifras. In A. Bilbao & A. Salinas (Eds.), El libro abierto de la informática educativa. Lecciones y desafíos de la red Enlaces. Santiago: Enlaces.
Duarte, J., Gargiulo, C., & Moreno, M. (2012). Infraestructura escolar y aprendizajes en la educación básica latinoamericana: un análisis a partir del SERCE. In M. Cabrol, & M. Székely (Eds.), Educación para la transformación: Banco Interamericano de Desarrollo.
Greenlaw, C., & Brown-Welty, S. (2009). A comparison of web-based and paper-based survey methods: testing assumptions of survey mode and response cost. Evaluation Review, 33(5), 464–480. doi:10.1177/0193841x09340214.
Hadjithoma-Garstka, C. (2011). The role of the principal’s leadership style in the implementation of ICT policy. [article. British Journal of Educational Technology, 42(2), 311–326. doi:10.1111/j.1467-8535.2009.01014.x.
Handal, B., Cavanagh, M., Woo, L., & Petocz, P. (2011). Factors leading to the adoption of a learning technology: the case of graphics calculators. Australasian Journal of Educational Technology, 27(2), 343–360.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Etr&D-Educational Technology Research and Development, 55(3), 223–252. doi:10.1007/s11423-006-9022-5.
Hinostroza, J. E., & Brun, M. (2010). ICT in education policy and practice in Chile: Does it correlate? Paper presented at the 4th IEA International Research Conference, Gothenburg, Sweden, 1–3 july
Hinostroza, J. E., & Labbé, C. (2011). Políticas y prácticas de informática educativa en América Latina y El Caribe. Políticas Sociales. Santiago de Chile: CEPAL.
Hirschman, A. O. (1970). Exit, voice, and loyalty: responses to decline in firms, organizations, and states. Cambridge, Mass.: Harvard University Press.
Hofstede, G. (2001). Culture’s consequences: comparing values, behaviors, institutions and organizations across nations. USA: Sage.
Jara, I. (2012). Dimensiones relevantes para tomadores de decisiones. In G. Sunkel & D. Trucco (Eds.), Las tecnologías digitales frente a los desafíos de una educación inclusiva en América Latina Algunos casos de buenas prácticas. CEPAL: Santiago de Chile.
Leidner, D., & Kayworth, T. (2006). Review: a review of culture in information systems research: toward a theory of information technology culture conflict. MIS Quarterly, 30(2), 357–399.
Mama, M., & Hennessy, S. (2013). Developing a typology of teacher beliefs and practices concerning classroom use of ICT. Computers & Education, 68, 380–387.
Ministerio de Educación de Ecuador (2008). Yo miro, yo sueño, yo cambio. Una mirada hacia delante. Estudio de línea base del programa ‘escuelas gestoras del cambio’ sobre la situación del mejoramiento profesional, la formación docente y los servicios de apoyo a la escuela de educación básica. Quito: Ministerio de Educación de Ecuador.
Ministerio de Educación Nacional República de Colombia (2010). Revolución educativa 2002–2010. Acciones y lecciones. Bogotá: Ministerio de Educación Nacional, República de Colombia.
Nistor, N., Lerche, T., Weinberger, A., Ceobanu, C., & Heymann, O. (2014). Towards the integration of culture into the unified theory of acceptance and use of technology. British Journal of Educational Technology, 45(1), 36–55. doi:10.1111/j.1467-8535.2012.01383.x.
Owston, R. (2007). Contextual factors that sustain innovative pedagogical practice using technology: an international study. Journal of Educational Change, 8, 61–77.
Peñaherrera, M. (2011). Evaluación de un programa de fortalecimiento del aprendizaje basado en el uso de las TIC en el contexto ecuatoriano. Revista Iberoamericana de Evaluación Educativa, 4(2), 72–91.
Peñaherrera, M. (2012). Uso de TIC en escuelas públicas de Ecuador. Análisis, reflexiones y valoraciones EDUCTEC, Revista Electrónica de Tecnología Educativa, 40(june).
Raulston, C., & Wright, V. (2012). Teachers’ Perceptions and Attitudes of One Teacher Laptop Initiative: Connections Toward twenty-first Century Learning. Meridian, 13(1).
Rodríguez, C., Sánchez, F., & Márquez, J. (2011). Impacto del Programa “Computadores para Educar” en la deserción estudiantil, el logro escolar y el ingreso a la educación superior. Documentos CEDE: Facultad de Economía, Universidad de Los Andes.
Rogers, E. (1995). Diffusion of innovations (5th ed.). New York, N.Y: Free Press.
Salinas, A., Sánchez, J., Purcell, O., & Mendoza, C. (2010). Reflexividad e innovación en las prácticas docentes usando TICs. In MINEDUC (Ed.), Evidencias para políticas públicas en educación. Selección de investigaciones tercer concurso Fonide. Santiago: Mineduc.
Scherer, R., Siddiq, F., & Teo, T. (2015). Becoming more specific: measuring and modeling teachers’ perceived usefulness of ICT in the context of teaching and learning. Computers & Education, 88, 202–214. doi:10.1016/j.compedu.2015.05.005.
Sunkel, G., Trucco, D., & Moller, S. (2011). Aprender y enseñar con las tecnologías de la información y las comunicaciones en América Latina: potenciales beneficios. Políticas Sociales. Santiago de Chile: Cepal.
Teo, T. (2011). Factors influencing teachers’ intention to use technology: model development and test. Computers & Education, 57(4), 2432–2440. doi:10.1016/j.compedu.2011.06.008.
Van Acker, F., van Buuren, H., Kreijns, K., & Vermeulen, M. (2013). Why teachers use digital learning materials: the role of self-efficacy, subjective norm and attitude. Education and Information Technologies, 18(3), 495–514. doi:10.1007/s10639-011-9181-9.
Vanderlinde, R., Aesaert, K., & van Braak, J. (2014). Institutionalised ICT use in primary education: a multilevel analysis. Computers & Education, 72, 1–10. doi:10.1016/j.compedu.2013.10.007.
Venkatesh, V., Morris, M. G., Davis, G., & Davis, F. D. (2003). User acceptance of information technology: toward a unified view. MIS Quarterly, 27(3), 425–478. doi:10.2307/30036540.
Voogt, J., & Knezek, G. (2008). International handbook of information Technology in Primary and Secondary Education. New York: Springler.
Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., & Monseur, C. (2013). The use of ICT in education: a survey of schools in Europe. [article]. European Journal of Education, 48(1), 11–27. doi:10.1111/ejed.12020.
Winograd, T., & Flores, F. (1986). Understanding computers and cognition: a new foundation for design. Norwood: Ablex Publising Corporation.
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482–515.
Acknowledgments
This work was supported by the Chilean Ministry of Education though CONICYT, under grant CIE-01-4 CEPPE; Clavemat project, which has facilitated access to all participating teachers, is financed by the European Union through Alfa III.
Author information
Authors and Affiliations
Corresponding author
Appendix. Survey questions
Appendix. Survey questions
Choose the one phrase that best represents your opinion about your own level of pedagogical usage of ICT: | |
---|---|
I am aware that technology exists but have not used it. Perhaps I’m even avoiding it | |
I am currently trying to learn the basics. I am often frustrated using computers. I lack confidence when using computers. | |
I am beginning to understand the process of using technology and can think of specific tasks for which it might be useful. | |
I am gaining a sense of confidence when using the computer for specific tasks. I am starting to feel comfortable using the computer. | |
I think about the computer as a tool to help me and am no longer concerned about it as technology. I can use it with many applications and software and as an instructional aide. | |
I can apply what I know about technology in the classroom. I am able to use it as an instructional tool and integrate it into the curriculum. |
In your teaching experience, has ICT contributed to: | |||||
---|---|---|---|---|---|
Not contributed at all | Contributed superficially | Contributed significantly | Contributed very significantly | Do not know/not applicable | |
Changing the way I teach classes? | |||||
Improving my lesson planning? | |||||
Improving my teacher training? | |||||
Improving the access to resources for teaching? | |||||
Changing my views on education? | |||||
Changing the way I see my role as a teacher? | |||||
Changing the way I work with my students? | |||||
Improving your relationship with students? | |||||
Improving your students’ grades? | |||||
Learning the contents of the course? | |||||
Motivating students to learn? | |||||
Improving your students’ self-esteem? | |||||
Helping students develop communication or problem solving skills? | |||||
Increasing student participation in class? |
Read the following phrases and mark with an X your own level for EACH ONE of the phrases: | ||||
---|---|---|---|---|
Strongly disagree | Disagree | Agree | Strongly agree | |
My colleagues serve as constant support to me in my work. | ||||
My work is recognized by the administration at my school. | ||||
I feel pressured by the Ministry of Education to change the way I work. | ||||
I feel that at my school, I can make mistakes within a certain margin, without facing serious consquences. |
How would you rate your own knowledge of each of the following applications or technologies? | ||||
---|---|---|---|---|
No idea | I know a little (I need help to do simple things) | I know enough (I can manage simply things autonomously, but not the things I am interested in) | I know a lot (I use different services and I am able to learn new things on my own). | |
Use a projector or data show | ||||
Send an e-mail | ||||
Search for information using Google, Yahoo, or other search engines | ||||
Write a text in a word processor (Word) | ||||
Use a spreadsheet (Excel) | ||||
Use multimedia presentations (PowerPoint) | ||||
Use educational software | ||||
Use web 2.0 tools (blog or Facebook) | ||||
Use simulators or robots | ||||
Use digital smartboards |
Rights and permissions
About this article
Cite this article
Salinas, Á., Nussbaum, M., Herrera, O. et al. Factors affecting the adoption of information and communication technologies in teaching. Educ Inf Technol 22, 2175–2196 (2017). https://doi.org/10.1007/s10639-016-9540-7
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-016-9540-7