Towards a cultural framework to understand teachers' ICT adoption: a case study

Ling Li
July 2014
Educate~;2014, Vol. 14 Issue 2, p29
Academic Journal
This study examines the impact of culture on teachers' pedagogical adoption of ICT, in order to gain a deeper understanding of the current development of ICT implementation in China's higher education. The data presented and discussed in this paper comes from a two-month case study conducted in a university in southern China. The findings indicate that several culturally-anchored factors play a significant role in how teachers perceive, perform and persist in ICT-supported teaching activities. The addressed teachers' ICT-related beliefs and behaviours are further justified as the visible symptoms of a deeply rooted cultural impact, which eventually hindered the university's efforts to change. The cultural barriers to ICT integration identified in this study calls for a reformulation of the institutional culture into one that fosters teachers' ICT adoption and exploration of innovative pedagogies. This study also contributes to the current knowledge base by grounding a cultural framework that enables researchers and practitioners in other countries to diagnose culturally anchored characteristics that impede teachers' adoption of technologies, so as to manage more efficient change. Moving forward requires some sign posts along the way and measuring culture climate must be one of the beacons of educational reform.


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