Factors Associated with ICT-Mediated Pedagogical Practices

This study aims to review the literature to investigate factors associated with ICT mediated pedagogical practices. It explores the relationship between different factors and their impact on classroom practices.

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Study of Factors Associated with ICT-Mediated pedagogical practices
Literature Review Research Topic: IS 7012
[DATE]
[Company name]
[Company address]

Study of Factors Associated with ICT-Mediated Teaching and Learning Practices. (The
Pedagogical Context)
Abstract
Continuous and rapid advancement in Information Technology has been brought various
changes in the twenty-first century. This study is a collection of data from various resources
including qualitative data, case studies, quantitative surveys, and published meta-analyses.
This research study aims to review the literature of reputable and reliable sources to
investigate factors associated with ICT mediated pedagogical practices. A systematic
literature search strategy has followed to search and review journal articles related to ICT
mediated learning and teaching practices. In this study, the factors associated with
mediated ICT learning and teaching practices have been categorized into two categories i.e.
educator level and institution level. This research shows the relationship between different
factors (barriers) which have a direct impact on classroom practices. Along with this, this
research also highlights the importance of the TPACK framework in pedagogical practices.
Practical implications – The findings of the conducted research would help to understand
how Information and Communication Technology can be successfully integrated into
pedagogical practices.
Value – The research showcases the importance of the integration of ICT into pedagogical
practices.
Paper type – Literature review
Keywords: Pedagogical practices, ICT in education, E-learning, TPACK framework,
Technological pedagogical knowledge, content, pedagogy, technology, factors, Barriers
Basic Definitions
E-learning Definitions
Engagement E-learning refers to network-enabled delivery of knowledge and
skills to a large number of learners at any time.
Educators Educators help students to acquire knowledge, virtue or
competence.
Students Students are enrolled in educational institutions to acquire

knowledge.
Pedagogical
practices
Pedagogical practices cover all types of learning activities such as
student to student engagement, constructivist model, a variety of
assessments, active learning, etc.
ICT Information and Communication Technology covers all products
that have the ability to retrieve, store, receive and transmit
information in an electronic form.
Table-1 Basic definitions
Introduction
The research report aims is to review the literature of reputable and reliable sources to
investigate factors associated with ICT mediated pedagogical practices. The rapid and
continuous advancement in Information Technology brings innovative modifications in the
21st century (Dube, Nhamo and Magonde, 2018). Moreover, it also affects the demand of
modern community and education system. In the current scenario, many of the educational
institutions have been deployed ICT based innovations to teach difficult concepts to their
valuable students in an easy way. These innovations mainly include E-learning, online
student registration, online advertisement, online access to required information, effective
collaboration with resourceful persons via the internet (Ali, Muhammad & Haolader, 2013) The
implementation of information technology into classroom activities bring a variety of
challenges for administrators and teachers. This study aimed to study factors related to ICT
mediated learning and teaching practices.
Research Methodology
Various existing literature has been reviewed to achieve the aims and objectives of the
study. This research is a collection of data from various resources including qualitative data,
case studies, quantitative surveys, and published meta-analyses. The below-listed literature
review process has used for conducting this research:

Figure-1 Research methodology
Literature search procedure
A systematic and relevant literature search strategy has been used in order to conduct this
study. The literature search procedure is listed below:
First of all, the concept-centric matrix has created to decide what type of resources
should be used for this research.
Decide criteria to search journal articles
In this step, a set of keywords has developed that will form the basis for created
concept-centric matrix.
Topic area search terms
In order to perform this study, various reliable and reputable journal articles have been used
from different journals named as MOJET, IJIRSET, IJEEEEE, EJMSE, IJEDICT, ERIC, ETRD, IJI,
IJER, JISTE and many more. Various search terms related to the research topic have used in
order to search relevant journal articles. These search items mainly include
Pedagogical practices
ICT in education
E-learning
TPACK framework
Develop framework of criteria for deciding which literature should be used
Identify common set of keywords
Identify and prioritize the range of journals
Conduct a reviw of research
Summarize research findings

ICT adoption
Technological factors
Teacher level factors
Teaching-learning
Access to IT infrastructure
Educational institutions
Pedagogical context
ICT mediated
Critical factors
Technological pedagogical knowledge
TPK
Technological content knowledge
TCK
Pedagogical content knowledge
PCK
TPACK
Barriers
School level
The above-mentioned key (search) terms have utilized to filter the journal articles in order
to conduct quality research.
Criteria for the selection of literature sources
It has been decided that only journal articles should be preferred.
The total count of journal articles should be 24.
The selected journal articles should be published between 2008-2019.
Only English language literature should be preferred.
All articles should be related to the chosen research topic i.e. factors associated with
ICT integrated pedagogical practices.

Literature review
First of all, this study focuses on the importance of e-learning technologies in the
improvement of pedagogical practices. Nowadays, many of the educational institutes are
using Information and Communication Technology (ICT) to allow students to enhance their
academic knowledge and competencies (Ghavifekr, Razak and Ghani, 2014). Many of the
educators use ICT resources and applications such as multimedia computers, PowerPoint
presentations, computers, word processor programs, online course management system,
student registration system, etc. during pedagogical practices to deliver quality educational
services (Dube, Nhamo and Magonde, 2018). Electronic learning provides an effective
platform for educational institutions to improve the quality of their educational services.
Students can gain access to online educational material to understand complex topics,
processes or subjects. Along with this, the collaboration between educators and teachers
will increase through e-learning.
E-learning helps compensate for scarcities of human resources including lab technicians,
facilitators, and teachers (Arkorful, 2014). In addition, the increased demand for distance
education encourages educational institutions to implement online education systems in
order to stay competitive in the market (Bingimilas, 2009). (Olaore, 2014) studied the
impact of electronic learning and ICT on education. The key findings of conducted research
examined that information and communication technology offers a knowledge-based
system which includes knowledge incubation, knowledge acquisition and knowledge
amplification that permeates research, learning, teaching, and publishing. Currently,
educational institutes integrate ICT in education to enhance practical knowledge of students
in various domains like medicine, engineering, agriculture, banking, insurance, commerce,
aviation, maritime and finance (Olaore, 2014).
Factors influence the use of ICT in teaching and learning
practices
Various researches suggested that the implementation of ICT in the classroom practices
allow students to learn how they can operate in an information age. Many researchers
identified the fundamental factors which influence the utilize ICT into pedagogical practices.
The empirical study of (Ali, A.Haolader and Muhammad, 2013) stated various factors which
have direct impact on the adoption of ICT into pedagogical activities such as access to

infrastructure, self-efficacy, experience level of teachers, professional development,
Teacher’s ICT competency, government policy on ICT literacy, leadership support, computer
self-efficacy, training program, teacher’s beliefs, and attitude. In this research, the author
examined the recent scenario of higher education organizations in Uganda.
(Bingimilas, 2009) studied the barriers to integrating ICT into education in terms of various
factors as shown below:
By reviewing various literature, the factors related to mediated ICT into pedagogical
practices have been categorized into 2 parts named as institution level barriers and
educator level barriers.
Institution-level factors
1. Access to ICT infrastructure
Accessibility to ICT resources and infrastructure in educational institutions is an important
condition for integrating ICT in pedagogical practices (Buabeng-Andoh, 2012). For example,
teachers could not utilize ICT infrastructure without accessing ICT resources and
infrastructure. (Kocak, 2008) analyzed the data gathered from 814 educators in Turkey to
analyze the use of ICT in higher education. The research findings showed that staff members
make use of ICT to effectively perform their pedagogical practices such as publish their
lecture notes, search information related to the course via the internet, communicate with
their co-workers or students and make important announcements concerning the course
assignments. Taiwanese study showed that access to internet connectivity, teacher’s
perceived school support, training hours and teacher’s belief are important predictors of
technological integration in education (Han, Byun, and Shin, 2018). The availability of ICT
infrastructure depends on the sustained funding for technology, the presence of technical
assistance and adequate technological resources (Liu, 2011). The educators should have
required pedagogical skills to convert educational institution's pedagogy into digital
pedagogy (Jude, Kajura and Birevu, 2014).

Table-2 Frequency of ICT use for pedagogical practices (Jude, Kajura and Birevu, 2014)
2. Institutional factors
Presently, ICT becomes a part of the work culture of educational institutes. There are
various institutional factors like infrastructure, financial and cultural readiness, mandatory
institutional requirements for all teachers and students, organizational policy, internet
facility, and National Government policy that affects the adoption of ICT in education
(GOYAL and PUROHIT, 2009). The research findings revealed that both pedagogical training
and ICT training must be conducted for educators for developing a positive attitude among
them regarding integrating ICT in education.
3. Training programs for teachers
Lack of training facility is another major factor which restricts educators to enhance their ICT
competencies and knowledge. The findings of (Dube, Nhamo and Magonde, 2018) study

stated that educational institutions should conduct training sessions for teachers to enhance
their pedagogical skills and IT skills.
Teacher level factors/barriers
1. Characteristics of teachers
Both students and teachers have used technology as a cognitive tool for accessing,
analyzing, transforming and interpreting academic information into knowledge (Han, Byun,
and Shin, 2018). It is the responsibility of teachers to decide when and how technological
solutions should be used in pedagogical practices. However, the impact of ICT on
pedagogical practices depends on the teacher’s experience, gender, and ICT competency.
(Shin, 2014) studied the teacher’s use of technology along with its influencing factors in
context to Korean Elementary schools. The research findings revealed that the use of
technological solutions by teachers has been affected by various factors such as attitude,
aptitude, and disposition of educators towards the technology (Abdul-Azeez, 2012).
In order to investigate the use of ICT in the classroom, (Orlando, 2019) reported on a 5-year
longitudinal study which showed that constructivist teaching practices can be achieved
simply by resourcing information and communication technology resources. This study
concluded that professional development is another significant factor which specifies the
implementation of ICT mediated pedagogical practices (Liu, 2011). Teachers can employ a
wide range of ICT resources while teaching their students effectively if they are expertise in
ICT. They should develop positive attitudes towards innovations as it will help to successfully
transform the pedagogical practices (Buabeng-Andoh, 2012). Educational institutes should
provide a positive environment to educators as it will encourage them to implement ICT
technology into their pedagogical practices. According to the findings of (Ghavifekr, Razak
and Ghani, 2014), educators should have high ICT competency level and they should have a
positive attitude to improve learning quality of students by providing ICT based learning
opportunities.
2. Teacher competence
The competency level of teachers is another factor which is interrelated with the confidence
level of the teacher (I.O, O.O & B.O, 2013). The findings of (Bingimilas, 2009) indicated that
educators who lacked the skills and knowledge to use advanced technological resources are

not enthusiastic about the implementation of IT in pedagogical practices. The research
findings revealed that educators who are confident about the use of ICT observed that
collaboration of the latest ICT tools and resources increases the effectiveness of teaching-
learning practices in a classroom (Bozdoğan, 2014).
3. Professional development
The findings of (Agyei, 2013) showed that training and PD (professional development) is one
of the major critical factors that influence how Information and Communication technology
can be embraced into pedagogical practices. Educators who are committed to professional
development practices can improve their skills, ICT competency and knowledge about the
implementation of ICT into classroom pedagogical practices (Basargekar, 2017).
4. Lack of time
In developing countries like Bangladesh, the workload among teachers is very high due to a
shortage of teachers (Khan and Hasan, 2012). This study reported that lack of time is one of
the major concerns for the effective implementation of ICT in pedagogical practices.
Generally, educators need time to learn the working and utilization of ICT resources into
different pedagogical situations (Ghavifekr, Razak and Ghani, 2014).
Relationship between factors that affected ICT
integration into pedagogical practices
By reviewing existing literature on factors affecting ICT mediated learning and teaching
practices, it has been found there are multifaceted relationships between factors or
barriers. These relationships have been summarized in the below table:
Factors Relationship
Accessibility to ICT
infrastructure and
teacher’s ICT
competency
Competency of educators regarding the utilization of ICT tools
(projector, simulation tools, etc. ) is closely related to accessibility to
these tools (Salehi, 2012). If teachers do not have the skills and
knowledge of the latest ICT tools, then they could not gain access to
&utilize ICT infrastructure to perform classroom practices
(Bingimilas, 2009).
Professional
development and
competency of
For achieving sufficient competence to utilize ICT successfully into
pedagogical practices, it is essential for educational institutions to
provide professional development support to all tutors (Agyei,

teachers 2013).
Lack of time and
professional
development
Teachers cannot achieve their professional development goals if
they have limited time to gain knowledge about the use of
hardware and software resources which will be utilized in the
classrooms to deliver quality learning services to students (Khan and
Hasan, 2012).
Training and
teacher’s attitudes
By conducting appropriate training sessions, the educational
institutions can overcome barriers associated with negative attitude
and beliefs among teachers regarding utilization of ICT tools and
techniques into pedagogical activities (Dube, Nhamo and Magonde,
2018). Teachers would develop a positive attitude towards by
actively participating in training sessions (Bingimilas, 2009).
Access to ICT
infrastructure and
institutional factors
Access to infrastructure and institutional factors are interlinked with
each other (Bingimilas, 2009). If educational institutions have
appropriate funds to integrate ICT into classroom learning and
teaching, then it will increase the access of teachers to ICT
resources.
Table-3 Relationship between factors
Technological Pedagogical Content Knowledge
Nowadays, the presence of ICT based networked and digital tools transforms the learning
and teaching processes of educational institutions. TPCK stands for Technological
Pedagogical Content Knowledge which has been needed by the educators for effective
collaboration of ICT into classroom pedagogical practices (Koehler et al., 2013). Content
knowledge, technological knowledge, and pedagogical knowledge are three main
components of TPACK framework which shows how these knowledge areas afford,
constrain and interact with each other (Hechter, Phyfe and Vermette, 2012).
Technological pedagogical knowledge
This term can be defined as a deep understanding of technology can afford, constrain
particular teaching-learning practices (Koehler et al., 2013).
Technological content knowledge

It can be defined as the knowledge of reciprocal associations between content and
technology. Mainly, the disciplinary knowledge has been constrained and defined by
technologies along with their functional and representational capabilities (Hechter, Phyfe
and Vermette, 2012).
Pedagogical content knowledge
It describes how specific issue, problem or topic can be adapted, represented and organized
to the diverse abilities and interests of students(Koehler et al., 2013).
Figure-1 TPCK (The Technological Pedagogical Content Knowledge) Framework
The findings of (Hechter, Phyfe and Vermette, 2012) suggested that all three knowledge
bases of TPCK framework fluctuate in each and every stage of teacher’s instruction and
planning depends on desired learning outcomes and classroom contexts. Various

researchers examined TPACK among online distance teachers in U.S. (Archambault & Crippen,
2009) studied the national sample of around 596 k-12 teachers in the U.S. and measure their
knowledge in context to three domains of TPACK framework. This study indicated that
knowledge rating showed that teachers felt good regarding their skills and knowledge
among domains of pedagogical content, content, and pedagogy, but educators have very
less confidence regarding Their technical competency and knowledge. Lack of technological
knowledge could create the biggest challenge for online teachers to teach their distant
students. As per the findings of (Koehler et al., 2013), teachers should have a thorough
understanding of each and every element of the TPACK framework for coordinating and
orchestrating content, pedagogy, and technology into teaching-learning practices. (Harris,
2011) conducted descriptive study to analyse the impact of TPACK in context to technology
related and curriculum based instructional planning. The conducted research showcases the
importance of TPACK framework in the decision making and planning capabilities of
educators. (Baran, Canbazoglu Bilici, Albayrak Sari & Tondeur, 2017) identified positive
association and correlation between the TPACK of preservice teachers and teacher
education strategies. (Kim, 2018) revealed that preservice educators have been followed
constructivist-oriented strategy in order to display their high level of content, pedagogical
and technical knowledge. (Koh & Chai, 2018) studied the importance of this framework for
pedagogical practices in 21st century by using multi-prong approach.
Importance of TPACK framework in ICT mediated pedagogical practices
Issues associated with the integration of ICT within education can be addressed successfully
by using the TPACK framework (Graham, 2011). Various researchers use the TPACK
framework in order to understand how tutors make decisions regarding adoption and
utilization of ICT in pedagogical practices (Graham, Borup, and Smith, 2012). They do not
focus on technology when planning lessons for lectures. The research findings showed that
technology improves student content understanding and pedagogical practices which
positively affect the educational services offered by institutes (GOYAL and PUROHIT, 2009).
TPACK framework is functioning as a conceptual and theoretical lens for educators and
researchers for measuring in-service and pre-service teacher’s readiness to teach
successfully through technological solutions (Voogt, Fisser, Pareja Roblin, Tondeur & van Braak,
2012). The teacher should be an active agent as he/she is responsible for designing the

academic curriculum. The context-bound understanding of technology has been required in
order to apply TPACK to the task of teaching via technology (Cahyono and Kurnianti, 2016).
TPACK is an effective framework for educators and learners which guides them to
successfully achieve authentic and meaningful integration of technology into pedagogical
practices.
The current science education reforms encourage educators to use inquiry-based teaching
approach by integrating technological solutions into their classrooms to prepare students
successfully for technology and science of the 21st century. (Guzey and Roehrig, 2019)
suggested that educators should participate in PD (Professional Development) and training
programs that must focus on the adoption and utilization of ICT into pedagogical practices.
The recent studies evaluated how Technological, Pedagogical Content Knowledge (TPACK)
oriented teaching practice course benefits educators to improve the quality of teaching
practices (Cahyono and Kurnianti, 2016). They can successfully prepare the instructional
design and perform teaching practices with the use of the TPACK framework. There is a
positive relationship between the adoption of the TPACK framework in pedagogical
practices of course. The framework is a powerful planning tool which allows educators to
successfully embedded technology in pedagogical practices (Baran, Chuang & Thompson,
2011). It provides a systematic way to organize the development work around content,
technology, and pedagogy. Along with this, authentic and complex problems within an
online environment can be resolved successfully by using the TPACK framework.
(Jude, Kajura and Birevu, 2014) studied the adoption of ICT pedagogical at Makerere
University and showed that there were a smaller number of staff members who integrate
ICT for learning-teaching practices. The university could not achieve its goals due to slow
pedagogical ICT implementation by educators. The author has proposed the SAMR model
which is a powerfully transformative and enhancement tool that can be used by educators
for efficient ICT pedagogical adoption in the classroom.
The negative impact of e-learning and ICT on education
Poor ICT infrastructure and lack of educator’s contribution to the implementation and usage
of ICT resources can have a negative impact on education. (Olaore, 2014) found that both

educators and learners use YouTube, Facebook, Twitter, and other social media sites to
share important information with each other. The excessive utilization of these social
networking sites and other technological solutions can be a distraction to learning and living
in the real world (Ghavifekr, Razak and Ghani, 2014). Moreover, learners can misuse
internet facility offered by educational institutions in the classroom which negatively affect
their overall academic grades.
Conclusion
The conducted research findings showed that positive school environment, technology
access, adequate technological resources, technical assistance, sustained funding for
technology, adequate planning time, attitude towards learning, teacher’s characteristics,
administrative support, professional development, and instructional styles are major factors
associated with the implementation of ICT mediated teaching-learning practices in
classrooms. It has been found that pedagogical training and ICT training must be offered to
educators to develop a positive attitude among them regarding integrating ICT in education.
Along with this, educators need time to learn the working and utilization of ICT resources
into different pedagogical situations. By reviewing existing literature on factors affecting ICT
mediated learning and teaching practices, it has been found there are multifaceted
associations between factors or barriers such as Accessibility to ICT infrastructure and
teacher’s ICT competency; Training and teacher’s attitudes, etc. The key findings of this
study proved that a lack of technological knowledge could create the biggest challenge for
online teachers to teach their distant students. Issues associated with the integration of ICT
within education can be addressed successfully with the use of the TPACK framework. It is
an effective framework for educators and learners which guides them to successfully
achieve authentic and meaningful integration of technology into pedagogical practices. In
this study, some negative impacts of e-learning and ICT on education have been outlined.
The limitation of this study is that it does not suggest how negative impacts of e-learning
and ICT on pedagogical practices will overcome.
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