Contraste de hipótesis especificas

Teachers are the most important driving force in the ICT implementation process and

they can support or depress the intention of governments to implement ICT in schools,

depending on their attitudes, beliefs, enthusiasm and opinions towards in-class

implementation of new technologies. Ajzen and Fishbein (1980) suggested that, in

addition to attitude, subjective norms and control beliefs were important in the

determination of behaviour. Gorghiu et al. (2006) undertook a research study for the

University of Valahia in Romania to explore teachers' opinions on ICT implementation

in classrooms. The overall aim of the project was to increase the quality of education

using the latest technology. The project involved developing methods for integrating

face-to-face and web based technologies and applying a design method for teaching in

different IT-based environments (cooperative platforms, virtual reality environments

and video conferencing).

In order to practice the ICT implementation, the researchers conducted the survey and

collected the opinions of 51 in-service teachers involved in teaching activities in Dambonita County. In the initial step of the analysis the “FISTE – A Future Way for In-Service Teacher Training Across Europe” conducted an online course entitled “Integrating ICT in Traditional Training”, which was taken by these teachers. The

duration of this course was 42 hours, with initial and final web evaluation. This course

not only included the methods for integrating face-to-face and web based learning tools, but also provided a “pedagogical toolkit”, which supports the teachers in practicing ICT

in their profession. There were also other classroom technologies, which were based on

technologies like screen recording, video editing, producing videos for web or other

this course, the participants did a didactic project using these technologies in their

particular area of teaching.

It has been observed that many teachers from upper secondary schools participated in

this course and they gave their views about the pupils in relation to different subjects.

The area of sciences was always very important but it can be seen that, in many

countries, the interest of the students in mathematics and sciences is not developing as

fast as it should be. In order to overcome this issue, the Romanian teachers, not only

from secondary schools but also primary, were making a lot of effort to increase their

knowledge and enhance their skills. In addition, language teachers were also interested

in discovering new methods for communication with their students and colleagues. On

completion of the course, and after doing all the questionnaires and making the

evaluations, the results showed that many of the teachers considered the ICT tools as a

very suitable way to improve sources of inspiration, effective learning contexts, the

teaching means and the student learning style. According to them, it can also improve

the quality of different aspects of classroom activities through student motivation,

student cooperative work and teaching style. Teachers in this study believe that ICT

plays an important role in developing the interests of the students in different subjects. It

supports the learning environment, enhances the effectiveness of information presentation and stimulates students‟ learning interests through appropriate multimedia,

especially graphics and animation. It is a good source of enjoyment, enthusiasm,

motivation and professionalism for pupils. Learning foreign languages may be more

interesting if the pupils are allowed to read about their favourite topics in that language

on the internet. Even learning natural sciences may be more appealing if pupils are

On the other hand, Gorghiu et al. (2006) asserted the existence of some obstacles

encountered during the ICT implementation in the classrooms, like the cost of the computers and other related equipment, organising the students‟ activities, low

awareness of the hardware and software resources and expensive technical support. In

addition, E-mail was not strongly used as a medium of communication and there were

some problems due to unequal access to the computers by students.

The study concluded that the classrooms are not ideal learning environment and

obstacles are there even using traditional teaching methods and even though the teachers‟ answers showed positive beliefs towards the implementation of ICT. The

potential of ICT in a learning environment is that it can support dialogue, enhance

interactions and help students share and revise ideas. The overall aim of the project was to support the teachers‟ pedagogical use of ICT in their careers and provide them with

new ideas, which affect teachers' beliefs and makes teaching more orientated towards an

emphasis on social interaction using cooperation and collaboration at work. ICT should

be integrated into our daily teaching and the school leaders should be quick to

acknowledge the significance of ICT in learning. They will be hindered by some

disturbances caused along the way but should try to find alternatives and workarounds

for ICT improvement as we are quick to build technology infrastructure but slow in

connecting it to aspects of the curriculum and school culture.

This study showed the importance of considering teachers' views towards ICT

implementation before and during the process of preparing the educational environment for ICT implementation. It also asserted the importance of considering teachers‟

opinions during planning for any ICT projects, as teachers are the workforce of any

teachers' views and to survey their opinions about the factors influencing ICT

implementation in government secondary schools. This research will also investigate

whether teachers' opinions were considered during preparation of the Strategic Plan for

Education (SPE) in 2002.