An Investigation Into the Use of Technology Enhanced Learning into [sic] Curriculum Delivery in the Educational District of Tobago: A Case Study

dc.creatorGuy-Phillips, Debbie
dc.date.accessioned2014-01-17T16:28:40Z
dc.date.accessioned2019-08-05T18:25:03Z
dc.date.available2014-01-17T16:28:40Z
dc.date.available2019-08-05T18:25:03Z
dc.date.created2014-01-17T16:28:40Z
dc.date.issued2014-01-17
dc.identifierhttp://hdl.handle.net/2139/21612
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3021593
dc.description.abstractThis study examined the reasons why teachers at a primary school in the Educational District of Tobago were not incorporating technology into curriculum delivery. Data were collected through interviews with three teachers from the Infant, Lower Junior, and Upper Junior, levels. It was found that the factors that impeded teachers’ use of technology were: 1) lack of professional development from the Division of Education, 2) teachers’ attitudes towards the integration of technology, 4) teachers’ workload, and 5) the layout of the physical structure of the school.
dc.languageen
dc.subjectCase studies
dc.subjectComputer uses in education
dc.subjectEducational technology
dc.subjectInformation and communication technology
dc.subjectPrimary school teachers
dc.subjectTeacher attitudes
dc.subjectTobago
dc.subjectTrinidad and Tobago
dc.titleAn Investigation Into the Use of Technology Enhanced Learning into [sic] Curriculum Delivery in the Educational District of Tobago: A Case Study
dc.typeThesis


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