Abstract
Information and communication technologies are instruments for supporting new ways of teaching and
learning. Nevertheless, its impact concerning scope has not reached the expected level. This strain
between benefits and impact has been inquired from the perspective of barriers of teachers to use
technology. Ertmer’s approach establishes first-order and second-orders barriers as hinderers for
teacher’s adoption of technology. The study intends to answer what are the barriers existing in the socalled
enthusiastic faculty teachers regarding technology integration in Education? Findings call for a
reconceptualization in the study of barriers arguing that the teaching process is a complex and
dynamic activity that needs to be examined from a collective perspective. Cultural-Historical Activity
Theory is the theoretical framework used in the study. It concludes with the necessity of overcoming
the existing dichotomies between enthusiastic-resistant teachers, the intrinsic-extrinsic barriers, and
claims for passing from an individual to a collective approach to ICT integration in education
learning. Nevertheless, its impact concerning scope has not reached the expected level. This strain
between benefits and impact has been inquired from the perspective of barriers of teachers to use
technology. Ertmer’s approach establishes first-order and second-orders barriers as hinderers for
teacher’s adoption of technology. The study intends to answer what are the barriers existing in the socalled
enthusiastic faculty teachers regarding technology integration in Education? Findings call for a
reconceptualization in the study of barriers arguing that the teaching process is a complex and
dynamic activity that needs to be examined from a collective perspective. Cultural-Historical Activity
Theory is the theoretical framework used in the study. It concludes with the necessity of overcoming
the existing dichotomies between enthusiastic-resistant teachers, the intrinsic-extrinsic barriers, and
claims for passing from an individual to a collective approach to ICT integration in education
| Original language | English |
|---|---|
| Title of host publication | INTED2016 Proceedings |
| Number of pages | 10 |
| Publisher | International Association of Technology, Education and Development (IATED) |
| Publication date | 7 Mar 2016 |
| Pages | 7232-7241 |
| Article number | 709 |
| ISBN (Electronic) | 978-84-608-5617-7 |
| DOIs | |
| Publication status | Published - 7 Mar 2016 |
| Event | the 10th Annual International Technology, Education and Development Conference (INTED) - Valencia, Spain Duration: 7 Mar 2016 → 9 Mar 2016 |
Conference
| Conference | the 10th Annual International Technology, Education and Development Conference (INTED) |
|---|---|
| Country/Territory | Spain |
| City | Valencia |
| Period | 07/03/2016 → 09/03/2016 |
Keywords
- Barriers
- information and communication technology
- first-order
- second-order
- Activity Theory
- Higher education
- Teachers