Perceived importance and manageability of teachers toward the factors of integrating computer technology into classrooms

Lih-Juan, ChanLin. (2007). Perceived importance and manageability of teachers toward the factors of integrating computer technology into classrooms. Innovations in Education and Teaching International, 44, 45-55.


In this study, 407 elementary school teachers from 21 volunteering schools in Taipei County, Taiwan were given a 28-item questionnaire focusing on environmental, personal, curricular and social factors related to integrating technology in the classroom. A factor analysis was conducted; first to test the reliablitiy of the questionnaire and then Cramer’s V Analysis was used to reveal the relationship between time of involvement in computer use and the teachers’ perceived importance of said technology in each of the four categories. All of the factors were found to be perceived as important by the majority of the teachers, with a statistically significant positive correlation between computer use in the classroom and perceived importance.

Honestly, I found this article extremely confusing, even with a background in psychology and many statistic classes. I also found the author’s results to be intuitive and somewhat obvious. To me, it of course made sense that a teacher who used technology more in the classroom would deem it more important to use in the classroom. I do think the article could be useful in promoting the on-going investment of hardware and software in schools and the importance of integrating this technology on a regular basis in classrooms.