Technology in English teaching - 2.4. Enablers and Barriers of ICT Inclusion in Education

2.4. Enablers and Barriers of ICT Inclusion in Education

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Válaszd ki a számodra megfelelő hivatkozásformátumot:

Harvard

Fekete Imre (2023): Technology in English teaching. : Akadémiai Kiadó. https://doi.org/10.1556/9789634548706 Letöltve: https://mersz.hu/dokumentum/m1030tiet__19/#m1030tiet_f2_4_p1 (2024. 11. 21.)

Chicago

Fekete Imre. 2023. Technology in English teaching. : Akadémiai Kiadó. https://doi.org/10.1556/9789634548706 (Letöltve: 2024. 11. 21. https://mersz.hu/dokumentum/m1030tiet__19/#m1030tiet_f2_4_p1)

APA

Fekete I. (2023). Technology in English teaching. Akadémiai Kiadó. https://doi.org/10.1556/9789634548706. (Letöltve: 2024. 11. 21. https://mersz.hu/dokumentum/m1030tiet__19/#m1030tiet_f2_4_p1)

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Successful ICT integration depends on several independent variables other than having access to technology. As it has been argued before, even investment, access or teacher education and training do not guarantee that the inclusion will be successful because several sociocultural factors also have to be taken into consideration. In this respect, it is difficult to claim that because certain standards or target numbers are met, inclusion should be labelled successful on all individuals’ level. Nevertheless, there are indicators that can signal certain tendencies that the participants of the empirical studies reflect on when discussing the importance and need for ICT integration into their teaching practices. While a perfect recipe of successful ICT integration is unlikely to be ever constructed; this section aims to review the emerging themes in the literature reflecting on enablers and barriers of successful technology inclusion in the classrooms.