From the aforementioned, we can conclude in concurrence with Cox, Preston & Cox (1999) that the
factors contributing to ongoing use of ICT by teachers include: Making lessons more interesting,
more enjoyable for teachers and their students, more diverse, more motivating, and supportive of
productive learning. Overall, it is clear that the psychological factors of a teacher‟s own beliefs and
attitudes to ICT and pedagogical innovation are both primary facilitators and barriers to teacher use
of technology in the classroom. Those facilitators have been elaborated above, and we now take a
closer look at the barriers that impede successful ICT classroom use.
From the aforementioned, we can conclude in concurrence with Cox, Preston & Cox (1999) that the
factors contributing to ongoing use of ICT by teachers include: Making lessons more interesting,
more enjoyable for teachers and their students, more diverse, more motivating, and supportive of
productive learning. Overall, it is clear that the psychological factors of a teacher‟s own beliefs and
attitudes to ICT and pedagogical innovation are both primary facilitators and barriers to teacher use
of technology in the classroom. Those facilitators have been elaborated above, and we now take a
closer look at the barriers that impede successful ICT classroom use.
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