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DC Field | Value | Language |
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dc.date.accessioned | 2016-03-15T09:43:34Z | |
dc.date.available | 2016-03-15T09:43:34Z | |
dc.date.issued | 2013 | |
dc.identifier.uri | https://www.um.edu.mt/library/oar//handle/123456789/8948 | |
dc.description | B.PSY.(HONS) | en_GB |
dc.description.abstract | Many authors that publish on the subject of educational technology, agree that ICT Integration in schools has not been achieved ( Ertmer, 2005) . When implementing ICT solutions in schools, many barriers need to be considered. Ertmer (1999) described two types of barriers, known as First and Second-order barriers. First order barriers refer to missing or inadequately provided resources such as equipment, training and support. Second-order barriers are 'core beliefs' that teachers hold , that influence the process of fundamental change , such as the Integration of ICT in the classroom. According to Ertmer (2005) ,these beliefs might be the most significant and resistant to change. Other studies , by Anderson & Maninger, ( as cited in Belland,2009) show that teacher professed pedagogical beliefs , have not been good predictors of teachers use of ICT .Two conceptual frameworks , habitus and folk pedagogy , will be used to gain a different understanding on what kind of factors could be influencing the process of ICT Integration. Because educational change is dependent on 'what teachers do and think ' (Ertmer, 1999) , it is important to explore what type of barriers are present. This research will set out to explore what 5 Maltese teachers 'do and think' about ICT Integration . This will be done by describing an attempt to integrate an ICT-based resource (the Kurzweil 3000 assistive learning software) in a school and to elaborate on these issues | en_GB |
dc.language.iso | en | en_GB |
dc.rights | info:eu-repo/semantics/restrictedAccess | en_GB |
dc.subject | Education, Secondary -- Malta | en_GB |
dc.subject | Computer-assisted instruction -- Malta | en_GB |
dc.subject | Teachers -- Psychology | en_GB |
dc.subject | Computers and literacy -- Malta | en_GB |
dc.title | Computer-assisted literacy formation in a secondary school? : WHY not? | en_GB |
dc.type | bachelorThesis | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder. | en_GB |
dc.publisher.institution | University of Malta | en_GB |
dc.publisher.department | Faculty for Social Wellbeing. Department of Psychology | en_GB |
dc.description.reviewed | N/A | en_GB |
dc.contributor.creator | Miceli, Henri | |
Appears in Collections: | Dissertations - FacSoW - 2013 Dissertations - FacSoWPsy - 2013 |
Files in This Item:
File | Description | Size | Format | |
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13BPSY042.pdf Restricted Access | 948.76 kB | Adobe PDF | View/Open Request a copy |
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