Factors Affecting the Integration of Information and Communication Technology into Teaching in Indonesia

• Main Authors: Stepanus Silaban, 西拉班
• Other Authors: Fwu-Yuan Weng, Ph.D
• Format: Others
• Language: en_US
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/d9j5jq

碩士 === 國立暨南國際大學 === 課程教學與科技研究所 === 104 === The integration if information and communication technology (ICT) into teaching has been movement for decades to enhance the quality of teaching. Teachers believe that harnessing ICT can make their teaching interesting, simple but rich and easier for students to understand. However, a gap is there to prevail between what teachers believe and what they have done in the classroom. It is not an easy process to narrow the existing gape. Until recently, researchers have been trying to find out the factors influencing the gape. They identified that the factors affecting the integration of ICT into teaching such as teacher’s belief, self confidence, workload, ICT skills, internet, hardware and software, leader’s support and professional development. They explained, it is these factors that teachers encountered, both encouraging and discouraging them to integrate ICT into their teaching. However, the researches ended their efforts on just identifying the factors affecting the integration ICT into teaching without seeing further the extent to which teachers differ on these factors. Therefore, this mixed-methodology study went on further to reveal the extents to which teachers differ on the factors mentioned above. Before revealing the differences occurring among the teachers, this study would recognize teachers’ practice of ICT integration into teaching. Data were collected using quantitative survey conducted to all teachers from kinder garden, Primary, Junior High and Senior High level, and qualitative interview of selected teachers. Data were then analyzed descriptively using SPSS and interpretation. The findings revealed that most of the teachers integrate ICT for organizational purpose such as preparing lesson planning. Gender, age, experience, and grade affected the integration of ICT into teaching. The findings also revealed that teachers believed in the positive effects of ICT on their teaching. However, teachers differ in some extents regarding the factors affecting the integration of ICT into teaching.