This study was conducted to explore the teacher factors associated with the frequency of the use of ICT for instructional purposes in K-12 classroom. Survey data collected from 810 teachers in Thailand were analysed to examine how teachers use ICT as a tool for teaching and supporting students__ learning in the classroom. Additionally, the antecedents of ICT use for support students__ learning such as teachers__ beliefs (personal teaching efficacy beliefs and self-efficacy toward ICT integration), ICT training experience, ICT infrastructure and demographical variables (gender, teaching experience) were taken into account. Correlation and hierarchical regression analysis were applied in the study. The results indicated that teachers are more likely to use ICT for preparing teaching materials and less likely to assign students to use ICT for their learning. The frequency of ICT use for support students__s learning has a positive relationship with ICT training experience and self-efficacy toward ICT integration but has a negative relationship with female and teachers who have more teaching experience. Regression analysis results showed that self-efficacy toward ICT integration is the strongest predictor for ICT use to support students__ learning. The findings are of particular importance to teacher development program and shed light on how to support teachers on ICT integration in the classroom.
Cheeraporn Sangkawetai, King Mongkut's University of Technology Thonburi, Thailand
Ravinder Koul, The Pennsylvania State University, USA
Jariya Neanchaleay, King Mongkut's University of Technology Thonburi, Thailand
Stream: Educational change through technologies
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