The Invisible Barrier to Integrating Computer Technology in Education

Ester Aflalo


The article explores contradictions in teachers’ perceptions regarding the place of computer technologies in
education. The research population included 47 teachers who have incorporated computers in the classroom for
several years. The teachers expressed positive attitudes regarding the decisive importance of computer
technologies in furthering teaching, learning and their professional advance. However they mainly incorporated
basic computer applications in their teaching, and hardly utilized computer mediated communication. It was
further found that most teachers are convinced that meaningful learning can be attained without the need for
computer technology. This position, together with the partial use of these technologies, exposes a rooted attitude
according to which the teachers do not believe in the pedagogic advantages of computer technologies. The
contradictions in their perceptions inhibit the process of change in attitude needed for the full assimilation of
computer technologies in education.

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Journal of Education and Learning   ISSN 1927-5250 (Print)   ISSN 1927-5269 (Online)


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