A study on barriers of using information technology on learning and teaching in elementary schools

Abstract: In this paper, we present an empirical study to determine the effects of different barriers on using information technology for learning and teaching in elementary school students. We plan to find the most important factors preventing elementary school children on implementing different information technology facilities for their educational programs. The study selects a population of 720 women teachers who work for elementary schools and chooses a sample of 220 people for this study. A questionnaire consists of various important factors are distributed among these people and the results are analyzed using some statistical tests. The study indicates that education program itself is to blame as the most important barrier for using information technology.

How to cite this paper

 Haghighia, S & Eskandari, M. (2012). A study on barriers of using information technology on learning and teaching in elementary schools.Management Science Letters , 2(1), 417-424.

Refrences

Al-Senaidi, S., Lin, L., & Poirot, J. (2009). Barriers to adopting technology for teaching and learning in Oman. Computers & Education, 53(3), 575-590.

Arthur, G. (1994). Customer-service training in academic libraries. The Journal of Academic Librarianship, 20(4), 219-222.

Awang, M., Ismail, R., Flett, P., & Curry, A. (2011). Knowledge management in Malaysian school education: Do the smart schools do it better?. Quality Assurance in Education, 19(3), 263-282.

Daly, A., Grove, S. J., Dorsch, M. J., & Fisk, R. P. (2009). The impact of improvisation training on service employees in a European airline: a case study type: Case study. European Journal of Marketing, 43(3-4), 459-471.

Ducharme, J. M., & Feldman, M. A. ( 1992). Comparison of staff training strategies to promote generalized teaching skills. Journal of Applied Behavior Analysis, 25, 165-179.

Galloway, L., & Ho, S. (1996). A model of service quality for training. Training for Quality, 4(1), 19-26.

Giavrimis, P., Giossi, S., & Papastamatis, A. (2011). Teachers & apos; attitudes towards training in ICT: a critical approach. Quality Assurance in Education, 19(3), 283-296.

Likert, R. (1932). A Technique for the Measurement of Attitudes. Archives of Psychology, 140, 1–55.

McDonnell, A., Sturmey, P., Oliver, C. Cunningham, J., Hayes, S., Galvin, M., Walshe, C., & Cunningham, C. (2008). The effects of staff training on staff confidence and challenging behavior in services for people with autism spectrum disorders. Research in Autism Spectrum Disorders, 2(2), 311-319.

McDonnell, A. (1997). Training care staff to manage challenging behaviour: An evaluation of a three-day course. British Journal of Developmental Disabilities, 43, 156–161.

Reid, D. H., Rotholz, D. H., Parsons, M. B., Braswell, B. A., Green, C.W., & Schell, R. M. (2003). Training human service supervisors in aspects of PBS. Journal of Positive Behavior Intervention, 5, 35–46.

Rice, M. E., Helzel, M. F., Varney, D. W., & Quinsey, V. L. (1985). Crisis prevention and intervention training for psychiatric hospital staff. American Journal of Community Psychology, 13, 289–304.

Richman, G. S., Riordan, M. R., Reiss, M. L., Pyles, D. A. M., & Bailey, J. S. (1988). The effects of self-monitoring and supervisor feedback on staff performance in a residential setting. Journal of Applied Behavior Analysis, 21, 401-409.

Yang, S.C., & Huang, Y.F. (2008). A study of high school English teachers’ behavior, concerns and beliefs in integrating information technology into English instruction. Computers in Human Behavior, 24(3), 1085-1103.