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Barriers to Yueying Octob Barriers to integrating Qualitative

technology Zeng er technology in Chinese
integration into 2021 language instruction
teaching Chinese as a Wenyin
include high costs,
foreigner language: a g Jiang.
mismatches with class
case study of time and curriculum, and
Australian secondary user-related challenges
schools such as teacher and
student digital
competence. Additionally,
inadequate professional
development, funding,
and school support further
limit effective technology
adoption in classrooms.
Addressing these issues is
crucial to maximizing the
potential of e-tools in
enhancing language
learning experiences.

The "third"-order Tsai, C., 2012 This paper argues that the lack of Qualitative
barrier for & Chai, design thinking by teachers may be
technology- C. the "third"-order barrier for
integration technology integration.
instruction:
Implications for
teacher education.

Factors and Barriers Pelila, J. June Barriers such as not enough Mix method
Influencing R. O., 2022 computers, low internet access,
Technology Bag- malfunction of printers and
Integration in the Ongan, computers, computer virus attacks,
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Classroom. Q. F. L., and others were also revealed. On

Talania, the other hand, suggestions, and
J. L. P., recommendations in integrating
& technology in the classroom were
Wakat, given, like optimizing digital
G. S. technology's pedagogies,
implementing directives to develop
"net" skills, modifying school
curriculums, and conducting
more training and workshops on
ICT development.

Barriers to ICT Yassine Septe The findings indicate that the This study adopted a
Integration in Ait mber major barriers that teachers mixed-methods
Morrocan Secondary Hammo 30,202 encounter in integrating ICT into design, and data
School EFL u 1 the classrooms were lack of were collected
Classrooms adequate ICT facilities in the through two
Moham schools, lack of time, lack of instruments: a
ed continuous and effective ICT survey
Elfatihi training, technical problems, and questionnaire and a
lack of technical support. Further, semi-structured
various solutions and interview
recommendations are offered to
minimize these barriers and
maximize the beneficial use of ICT
in the teaching and learning
process in Moroccan EFL secondary
school settings

Saudi English Author: Publis The survey results suggested the Quantitative
Teachers’ Use of Deya’a hed: need for an explicit vision and
Technology in Ageel Decem strategy for technology use. Further
Secondary Mutlaq ber 31, her, the teachers suggested that
Classrooms: Alswile 2019 the creation of a standardized
Perceptions, Barriers, m physical infrastructure in
and Suggestions for conjunction with financial
Improvement incentives could help to improve
adoption.
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Concept paper on Edgar R. April The findings of this study provided Mix method
technology Eslit 2023 insights into the current state of
integration and technology integration in ELT in the
English language Philippines context and inform the
teaching in the development of effective strategies
Philippine context for enhancing technology
integration in ELT.

The Effectiveness of Syed June This study will attempt to show qualitative
Using Technology for Masudu 2023 that skilled teachers favor the
English Language r inclusion of technology in the
Learning in a English language classroom and
Secondary School Rahman that students are more
Classroom in Siam spontaneous, attentive, and
Bangladesh" cooperative in technologically
enhanced classrooms. However,
teachers and students face
challenges in using technology for a
variety of reasons.

The Integration of Luh April The findings showed that the Qualitative
Technology in English wina 2023 integration of technology is
Language Teaching to sari distributed into three learning
Stimulate Students’ merta aspects; learning method, learning
Critical Thinking media, and learning platform.
Ni Made Technology is integrated as a
Ratmini learning method through the
ngsih implementation of online learning,
I Gede digital storytelling, and online peer-
Budasi reviewed assessment.

Teachers’ Sonia June The study’s findings revealed Mixed method

Perceptions, Lisia 2024 positive perceptions and favorable
Attitudes and attitudes toward the integration of
Competency on Mahdu ICT in EFL classrooms. Importantly,
Internet, m EFL teachers’ competency in ICT
Communication, and Mahdu significantly influenced their
Technology m indah teaching performance. Qualitative
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Integration in the EFL Tri insights highlighted obstacles faced

Classroom in purwan by English teachers, such as limited
Indonesia ti internet networking and
inadequate facilities, impacting
their experiences due to the
absence of ICT training and
socialization from schools. Based on
the findings, there is an urgent
need to address challenges faced
by teachers in rural areas,
emphasizing the pivotal role of ICT
for effective teaching and learning
in EFL classrooms.

Teachers Attitude Biplob April The results of this study would be Quantitative
Toward ICT Mallick 2024 helpful to foster the ICT integration
Integration in BGS in school education for creating
Classrooms of Md constructive teaching-learning
Secondary Schools in Abdus environment
Bangladesh Salam

SECONDARY ERCA
SCHOOL N
ENGLISH TOP
TEACHERS’
TECHNOLOGY
PERCEPTIONS
AND ISSUES
RELATED
WITH THEIR
TECHNOLOGY
INTEGRATION
PROCESSES: A
QUALITATIVE
STUDY

Filipino Teachers’ Mary 9-30- he findings suggest that the grade This
Attitude Towards Grace 2019 level assigned to teachers quantitative
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Technology — Its C. significantly influences their study used

Determinants and Nuev attitude towards technology, with explanatory
Association With a junior high school teachers showing design to
Technology a more favorable attitude examine the
Integration Practice compared to those teaching higher attitude of
grade levels. Additionally, age and teachers
years of experience have a weaker towards
association with technology technology, its
attitudes, supporting previous
determinants,
studies (Cavas et al., 2009; Tezci,
and association
2010). This study also reveals that
with their
teachers' attitude, particularly their
technology
perceived ease of use, significantly
integration
impacts their technology
practice.
integration practices, aligning with
Ajzen's (1991) theory of planned
behavior and Kearsley and
Shneiderman's (1998) theory of
engagement.

TECHNOLOGY- (Mara 2023 The results show that The study

ENHANCED mag technology-enhanced utilized
APPROACHES & approaches positively descriptive
IN TEACHING Catac impact student learning, method of
AND utan, with tools like Microsoft research to
LEARNING 2023) PowerPoint being the identify the
BUSINESS most commonly used by technology-
COURSES AT A teachers. Students agree enhanced
PRIVATE that technology improves approaches
UNIVERSITY their academic used by the
IN NORTHERN performance, enhances teachers in
PHILIPPINES collaboration, and teaching
influences their learning business
capabilities, although courses and to
some report challenges determine the
with focus and ease of effects of these
use. Additionally, the technology-
Research title Author's Year Findings/ result Method
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effectiveness of these enhanced

approaches varies approaches to
significantly by year level the academic
and field of specialization, inclination of
but there is no significant the students
difference in impact
based on gender.

First-order Emm 2023 The study shows that This study,

barriers still anuel integrating technology in investigating
matter in A. classrooms faces the
teachers’ use of Abedi challenges related to perspectives of
technology: An and resource availability, multiple
Exploratory Franc teacher training, and education
study of multi- is R. leadership support. stakeholders
stakeholder Ackah Teachers want to use on what
perspectives of -Jnr technology, but lack of obstacles
technology equipment and poor hinder
integration internet access make it teachers’
barriers hard, especially in adoption and
crowded classrooms. effective use of
Additionally, many technology in
teachers, especially older classrooms,
ones, lack confidence in employed an
using technology because exploratory
they weren't trained in it, and
and misconceptions about interpretive
technology's purpose can qualitative
discourage its use. In study approach
rural schools, teachers as the
often find that students' methodology
low digital skills make for data
them hesitant to use production,
technology in their meaning
lessons. generation and
interpretation.
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Teachers’ Gesta The findings of the study descriptive

Perceived , reveal that prospective correlational
Barriers to M.L., math teachers generally research
Technology Lozan hold positive beliefs about design
Integration o, the integration of
during Online L.L., technology in education.
Learning & They believe that
Patac, technology can enhance
A. learning and are
(2023 confident in designing
). T tech-based learning
activities. However, they
still face challenges in
fully integrating
technology, particularly in
mathematics instruction
during remote learning.
Despite these barriers,
demographic factors such
as gender, age, and
income did not
significantly influence
their perceived
challenges or attendance
in online classes. The
study suggests a need for
further strategies to
support teachers in
overcoming these
barriers.

New Barriers Ozde 2017 The literature indicates This study was
to Technology n that a lack of designed as a
Integration SAHI technological resources qualitative
N significantly hinders the
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IZMI technology integration study.

RLI (TI) process in education
3, (Becker, 2000; Bingimlas,
Omer 2009; Çakır & Yıldırım,
KIRM 2009; Hew & Brush,
ACI 4 2007). This study found
similar challenges, with
teachers expressing
unclear responses about
the tools they needed for
effective integration. In
addition to external
barriers, the need for
teachers' design-thinking
skills was highlighted
(Tsai & Chai, 2012).
Teachers noted that
systemic issues, such as
overcrowded classrooms
and rigid curricula
dictated by the Ministry
of Education (MEB),
contributed to these
barriers, suggesting that
MEB should address
these challenges.
Furthermore, teachers
felt that the TI process
was imposed on them
without adequate
preparation, emphasizing
the need for a two-way
approach involving
training and resource
allocation.

Teacher Assoc 2016 The study found that most Technology

Research title Author's Year Findings/ result Method
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Perception of iate teachers primarily integration

Barriers and Profe instruct in reading and could be
Benefits in K-12 ssor language arts, with examined in
Technology Dr. significant use of various ways;
Usage Lin B. computers and digital through first
Carve projectors, but limited use person
r, Ph. of other technology like perception
D. interactive whiteboards. expressed in
First-order barriers, surveys,
particularly concerns teacher
about technology observation
availability, were the studies
most frequently cited comparing
obstacles to effective teacher
technology integration. technological
Teachers reported that practices, and
increased student action
engagement was the research. This
primary benefit of using study used a
technology in the qualitative
classroom. Additionally, survey to
decisions regarding analyze
technology use were often teachers’
influenced more by perceptions.
availability than by its
relevance to the
curriculum, highlighting a
need for better access
and training.

BARRIERS AND Mary 2023 Research seems to suggest that Mixed Method
SUPPORTS FOR Burns blending both forms of coaching
TECHNOLOGY (online and face-to-face) may be
INTEGRATION: VIEWS more beneficial for teachers,
FROM TEACHERS producing a type of ‘hybrid vigour’
that results in improved
performance. EDC’s experience
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with a year-long coaching

programme in Indonesia
documented that teachers and
coaches who received blended
training and support (online and
face-to-face) showed statistically
significant higher performance
levels (at the .05 level) than
teachers and coaches who received
either fully online or fully face-to-
face formation and support (Burns,
2013). These findings align with
studies showing positive impacts of
blended versus exclusively online or
in-person instruction (Means et
al.,2009)

Integrating Teaching Jul- The discoveries of this study Qualitative

Technology In Ali Dec. propose that just providing
Pakistani Language Hayat, 2024 educators with the expected
Classrooms Dewi hardware is lacking; all things
Sekar considered, it is essential to
Tanjung convince them of the benefits of
, Sajjad integrating it into their educational
Hussain, methodologies. An express model is
Sobia a teacher with unlimited
Rashid admittance to a PC lab inside his /
her specialty, even though he / she
has not used it in any way.
Alternately, teachers required
more assistance in using
Innovation. By the way, they made
an honest attempt to gather
information about it, recognizing its
importance for their understudies.
Besides, it is fundamental for the
feature that preparation ought to
cover the fundamental specialized
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perspectives and address

educators' longing to grasp the
appropriate

Challenges and Rifel June 4, This study provides insights into Mixed Method
Implementation of Jeene 2024 how technology is used in Baungon
Technology Celeste, 1 and 2 districts’ education. While
Integration: Basis for Osias educators encounter challenges,
Enhanced Nimfa particularly in equity and access,
Instructional Program the ndings underscore their
commitment to overcoming
obstacles. The observed high level
of technology implementation,
especially in communication
activities, highlights technology’s
integral role in the schools.
Furthermore, the signicant
relationship between challenges
and the level of implementation in
instructional and organizational
aspects emphasizes the need for
targeted efforts in addressing
challenges for more effective
integration. The in-depth interviews
provide a deeper understanding of
how teachers creatively leverage
technology despite challenges,
demonstrating their resilience and
dedication to enhancing the
learning experience. These
ndings collectively emphasize the
importance of continued support,
professional development, and
infrastructure improvement to
foster a more seamless and
impactful integration of technology
in Baungon’s educational
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landscape.