Schools, Teachers, and ICTs

Abstract

The central purpose of this paper is to review, discuss, and analyze the main factors that seem to constrain the meaningful integration of information and communication technologies (ICTs) in the classroom. We have grouped these factors into five major categories: a) available resources; b) educational system; c) attitudes and beliefs; d) knowledge and skills; e) subject-matter educational culture, and use them as a guide to suggest actions that can help promote and facilitate teachers’ use of ICTs in systematic and meaningful ways.