Factors support or prevent teachers from integrating ICT into classroom teaching: A Chinese perspective

Researchers have been making efforts to examine barriers blocking ICT use in the classroom. However, less attention has been paid on the impact of "internal barriers" on ICT class use. This study centres on influences of teachers' thinking processes (traditional teaching, constructivist teaching, general computer attitudes, attitudes toward computer in education, computer motivation, and perception on ICT-related policy), and assisted educational ICT use on ICT integration in the classroom. For this purpose, a questionnaire survey was conducted among 820 primary school teachers in China. Results showed that ICT integration significantly correlated with all of the independent variables. Building on a path analysis, ICT class use could be directly predicted on the base of assisted ICT use variables and indirectly by teacher thinking variables.