Hosseini, Z., & Tee, M. Y. (2012). Conditions influencing development of teachers’ knowledge for technology integration in teaching. International Magazine on Advances in Computer Science and Telecommunications, 3(1), pp. 91-101. https://www.researchgate.net/publication/309493270_Conditions_Influencing_Development_of_Teachers’_Knowledge_for_Technology_Integration_in_Teaching

Abstract:

“In spite of the availability and accessibility of computers in almost every school, college and university, computer technology is still not being utilized to its full potential. It seems that teachers still do not have adequate knowledge about using technologies for instructional purposes. Accordingly, a qualitative case study research was conducted to determine the conditions that influence the development of teachers’ knowledge for integrating technology in teaching. For this purpose, 30 pre-service teachers participated in a course to learn integration of technology in teaching; the course was designed and led by a constructivist instructor. In this context, Technological Pedagogical Content Knowledge (TPCK) framework was selected to investigate and evaluate the knowledge of the teacher for integrating technology in teaching. The data were collected through classroom observations, interviews and documents during the course. As a result of the study, the conditions which influenced the development of teachers’ knowledge for technology integration were identified and categorized into individual, socio-cultural, and situational conditions. Individual conditions included factors related to the personality of the participants such as their motivation, needs, and also their prior knowledge and experiences in different areas. Socio-cultural conditions included constitution of the group, cultural behavior of the participants which influence the development of participants’ TPCK. Situational conditions included quality of the computers and resources in the computer lab which influenced developing teachers TPCK.”