Literature Review on the Factors Affecting Primary Teachers’ Use of Digital Technology

Marthese Spiteri · Shu-Nu Chang Rundgren

303 citations0/0 files storedTechnology Knowledge and Learning

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Education and Technology Integration Digital literacy in education Education and Communication Studies

Abstract

Digital technology is widely available in schools; however, results from international studies indicate that they are not effective toward students’ educational achievement. Teachers need to realise the potential of digital technology in their daily practises and use them well. However, teachers need training and guidelines to develop their expertise when using technology for teaching and learning. Failure to do so might result in students lacking the necessary coping skills for their future life in the information age. This literature review aimed to find out what factors affect primary teachers’ use of digital technology in their teaching practices, so as to suggest better training, which will eventually lead to a more guided and relevant use of technology in education. After applying the concept map to the data from the selected studies, four influencing factors were identified: teachers’ knowledge, attitudes and skills, which are also influenced by and influence the school culture. From these findings, recommendations on teacher training with technology and suggestions for further research are given.

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2006Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge 2003LITERACY IN THE NEW MEDIA AGE 1987Theoretical Models and Processes of Reading 2025Contemporary Issues in Technology and Teacher Education 2005Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies 2009Factors affecting technology integration in K-12 classrooms: a path model 2013The Use of ICT in Education: a survey of schools in E urope 2012Multimodal Composition and the Common Core State Standards

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