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dc.contributor.authorAngeli, Charoulaen
dc.contributor.authorValanides, Nicosen
dc.contributor.editorTan Wee Hin, Leoen
dc.contributor.editorSubramaniam, R.en
dc.coverage.spatialHershey, PA, USen
dc.creatorAngeli, Charoulaen
dc.creatorValanides, Nicosen
dc.description.abstractWe live in a world that is constantly impacted by information and communication technology (ICT). ICT is considered an important catalyst and tool for inducing educational reforms and progressively extending and modifying the concept of literacy. With the extensive use of ICT in schools and everyday life, the term computer literate has already been established. Schools are open systems that interact with their environment, and the effective use and integration of technology is directly associated with the role of various socio-technical factors that may impact the integration of ICT in schools. In this chapter, we report on an exploratory study undertaken in Cyprus schools to examine the status of using ICT from the perspective of sociotechnical systems. Specifically, teachers' knowledge of ICT, frequency of using ICT for personal purposes, frequency of using ICT for instructional purposes in different subject matters, attitudes toward ICT, self-confidence in using ICT in teaching and learning, and school climate were examined. The findings provide useful guidance to policymakers for planning, implementing, managing, and evaluating the integration of ICT in schools. Implications for the concept of computer literacy are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)en
dc.publisherIdea Group Reference/IGI Globalen
dc.sourceHandbook of research on literacy in technology at the K-12 level.en
dc.subjectInformation technologyen
dc.subjectCommunication technologyen
dc.subjectEducational reformsen
dc.subjectTechnology literacyen
dc.subjectSociotechnical factorsen
dc.subjectTeacher attitudesen
dc.subjectComputer literacyen
dc.subjectEducational reformen
dc.subjectSchool environmenten
dc.subjectCommunication systemsen
dc.subjectInformation systemsen
dc.subjectSociocultural factorsen
dc.subjectTeacher characteristicsen
dc.titleA socio-technical analysis of factors affecting the integration of ICT in primary and secondary educationen
dc.description.endingpage625Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and EducationΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeBook Chapteren
dc.description.notesID: 2007-08007-034; Accession Number: 2007-08007-034. Partial author list: First Author & Affiliation: Angeli, Charoula; University of Cyprus, Cyprus. Release Date: 20070820. Correction Date: 20151207. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. Document Type: Chapter. Book Type: Handbook/Manual. ISBN: 1-59140-494-0, Hardcover; 978-1-59140-494-1, Hardcover; 1-59140-496-7, Electronic; 978-1-59140-496-5, Electronic. Language: English. Major Descriptor: Computers; Educational Reform; Literacy; School Environment; Teacher Attitudes. Minor Descriptor: Communication Systems; Information Systems; Internet; Sociocultural Factors; Teacher Characteristics; Technology. Classification: Educational Psychology (3500). Population: Human (10). Location: Cyprus. Age Group: Childhood (birth-12 yrs) (100); Adolescence (13-17 yrs) (200); Adulthood (18 yrs & older) (300). Intended Audience: Psychology: Professional & Research (PS). References Available: Y. Page Count: 22.en
dc.contributor.orcidAngeli, Charoula [0000-0002-0306-5470]
dc.contributor.orcidValanides, Nicos [0000-0002-9787-0234]

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