How to address Integration of ICT in Teaching Practice? Research on Factors influencing the use of ICT in Education (2011)

Integrating ICT in teaching and learning is high on the educational reform agenda of developed and developing countries. For developing countries, ICT can be seen as a way to merge and even leapfrog into a globalizing, technological world. Yet in practice the use of ICT for teaching practice is limited at best. Much research is therefore done on factors influencing or constraining the use of ICT for teaching practice. In essence factors enabling and constraining ICT applications are the same in both developed and developing economies, although they obviously differ in terms of importance. This study investigates how to best address integration of ICT in teaching practice in teacher education in an emerging developing country, at the beginning of integration of ICT in education. In Vietnam essential factors have been developed in such a way the country becomes a case to watch. In 2008, the Ministry of Education and Training launched the 'Year of ICT' to produce a breakthrough in educational reform. This research draws a descriptive picture of teacher educators' use of ICT in teaching practice at the start of this 'Year of ICT'. Exploratory multiple regression analysis is carried out to measure the importance of the different factors at the educators' level, focusing on factors that can be manipulated.

Authors

• Jef Peeraer (VVOB - education for development)
• Peter Van Petegem (University of Antwerp)