期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：12
页码：1-12
DOI：10.29333/ejmste/95124
出版社：Pamukkale Univ Dept Sci Education
摘要：Teachers’ eagerness and concern, has been at the heart of the successful
implementation of an educational innovation. This study aimed at exploring teachers’
concern regarding ICT integration with employing explanatory mixed method research
design. The sample size of 300 Pakistani secondary school teachers was identified for
the quantitative and 35 for the qualitative part of the study. Stages of concern
questionnaire (SoCQ), was adopted as data collection instrument for the quantitative
and semi structured interviews for the qualitative part of the study. The findings portray
a non user profile of the teachers because of their high concerns, high mean scores, at
the stages of unconcerned (M=75.85), informational (M=59.99), and personal
(M=57.66). Consequently, low concerns, with very low mean scores, on consequence
(M=6.83), collaboration (12.00) and refocusing stages (12.79). The findings suggest for
an ongoing and school based capacity enhancement to remain at the heart of reform
agenda of ICT integration to meet and accommodate teachers’ early stages of concern
and enable them move gradually towards their impact related concern profile.
