Evaluation of the level of ICT integration and usage in teachers' curricula in Iranian schools: The teachers' viewpoint

Abstract

Purpose

The purpose of this paper is to evaluate the level of ICT (information and communication technologies) integration and usage in teachers, curricula in Iranian schools.

Design/methodology/approach

The data for the study were gathered through a questionnaire administered to 160 respondents who were school teachers. In total, 154 questionnaires were retrieved. This represented approximately 96 percent return rate. The data were analyzed quantitatively using SPSS. The core of the questionnaire was analyzed using Pearson Correlation Coefficient statistical tool to determine the significant the level of ICT integration and usage in teacher's curriculum in Iran's schools. One‐way‐analysis of variance ANOVA was employed to test the relationships between variables and respondents' demographic profile (gender, age, qualifications and length of service). The statistical significance was set at p<0.05.

Findings

Results showed that there were no significant differences in the overall ANOVA analysis based on the respondents' demographic information. Also, the results of the research showed that respondents were dissatisfied with the level of weak integration and usage of ICT into teacher's curricula.

Originality/value

The α reliability of 0.87 was obtained which shows a strong reliability of the research instrument.

Citation

Moradi, S. and Khalkhali, A. (2008), "Evaluation of the level of ICT integration and usage in teachers' curricula in Iranian schools: The teachers' viewpoint", Multicultural Education & Technology Journal, Vol. 2 No. 3, pp. 170-178. https://doi.org/10.1108/17504970810900469