A Holistic View to Barriers to Technology Integration in Education

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Şule Betül Tosuntaş, Zühal Çubukçu, Tuğba İnci


Technology integration is sustainable and persistent change in the social system of schools caused by the adoption of technology to help students construct knowledge (Belland, 2009). Although it is not possible for technology integration initiatives to have an absolute purpose, studies are conducted and application examples are designed to make this integration process more effective and efficient. The focus of many of research is to identify barriers to technology integration and provide solutions. In literature, factors affecting technology integration in education are handled in different ways and various classifications are used. The aim of this study is to compile the results of research on factors affecting technology integration in education according to Hew and Brush (2007) and Belland (2009) classification. This study was designed using integrative review method which is one of the literature review methods. In this study, barriers and solutions to the integration of technology in education are determined by Hew and Brush (2007) (i) resources, (ii) knowledge and skills, (iii) institution, (iv) attitudes and beliefs, (v) assessment, (vi) subject area culture, and (vii) habitus determined by Belland (2009). When the barriers to technology integration in education are examined, it is seen that these barriers are mostly directed towards teachers. In other words, teachers' knowledge, skills, attitudes, beliefs and inclinations on integration should be emphasized after the elimination of external barriers in order to achieve technology integration. Technology integration should be seen as adapting and transforming it into a culture rather than a mechanical process.

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