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dc.contributor.authorIfinedo, Eloho
dc.contributor.authorKankaanranta, Marja
dc.date.accessioned2021-02-01T11:08:55Z
dc.date.available2021-02-01T11:08:55Z
dc.date.issued2021
dc.identifier.citationIfinedo, E., & Kankaanranta, M. (2021). Understanding the influence of context in technology integration from teacher educators’ perspective. <i>Technology, Pedagogy and Education</i>, <i>30</i>(2), 201-215. <a href="https://doi.org/10.1080/1475939x.2020.1867231" target="_blank">https://doi.org/10.1080/1475939x.2020.1867231</a>
dc.identifier.otherCONVID_47767253
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/73914
dc.description.abstractThe perspective of teachers is important for advancing the use of technology in classrooms. A considerable number of research studies have explained context in ways that have narrowed the understanding of its impact on successful technology integration. This study employs the Technological Pedagogical and Content Knowledge (TPACK) model as a lens in understanding factors influencing teachers’ integration of technology in classrooms. Data were collected using focused interviews of 19 teacher educators of three colleges of education from the southern part of Nigeria. The results reveal that among the level contexts, the meso level presented the most challenges to teachers’ efforts at integrating Information Communication Technology (ICT) in their classrooms. In addition, the benefits of technology integration were expressed more in terms of the significance, practical use and the opportunities that ICT offers.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesTechnology, Pedagogy and Education
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherICT integration
dc.subject.otherteacher educators
dc.subject.otherTPACK
dc.subject.otherNigeria
dc.titleUnderstanding the influence of context in technology integration from teacher educators’ perspective
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202102011371
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosInformaatioteknologian tiedekuntafi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosFaculty of Information Technologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange201-215
dc.relation.issn1475-939X
dc.relation.numberinseries2
dc.relation.volume30
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 the Authors
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopetusteknologia
dc.subject.ysodigitalisaatio
dc.subject.ysokonteksti
dc.subject.ysoopettajat
dc.subject.ysoopettajankoulutus
dc.subject.ysokäyttöönotto
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p4418
jyx.subject.urihttp://www.yso.fi/onto/yso/p8692
jyx.subject.urihttp://www.yso.fi/onto/yso/p11905
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
jyx.subject.urihttp://www.yso.fi/onto/yso/p17832
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/1475939x.2020.1867231
jyx.fundinginformationThis work was supported by the Faculty of Information Technology of University of Jyväskylä.


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CC BY-NC-ND 4.0
Except where otherwise noted, this item's license is described as CC BY-NC-ND 4.0