Name: Henedena C.

Tamba
Course: Master of Arts in Educational Management

RRL MATRIX ON ICT INTEGRATION

NO. TITLE FINDINGS RECOMMENDATIONS METHOD

1 ICT Integration in The majority of teachers Future research must take Quantitative
Education:and
2 Teaching Incorporation
Learning are regular
One users,
of the key and
elements into account
There is a needadditional
to takeICT
into Quantitative
for Teaching &
with Technology:Learning many
in the effectiveness ofICT
choose to use integration factors,
account additional ICT
Improvement
Effectiveness of ICT for work in their office
technology-based particularly from a
integration factors,
Integration in Schools teaching and learning is particularly from a
teachers who are well- management perspective in
prepared with ICT tools relation to strategic
and resources. planning and policy making.
3 Factors that influence The case study In order to understand the Qualitative
4 teachers’ adoption
Malaysian Teachers’ and investigation
The study's findings revealed a relative
To ensure contributions
the ministry's of the (Grounded
Quantitative
integration
Levels of
Of ICTBe ICT in wide
Integration showed rangethat of barriers
although of ICT model's constructs,
projects met theirfor Theory)
5 What Should
teaching/learning process Through
that needed the to analysis
be Extrinsic
additionalmotivations
empirical Qualitative
And Its
ConsideredPerceived
when and teachers
the generally
interviews, it was objectives,
teachers, teachers
such as pay, around
6 Teacher Practice The results of this
acknowledged that study
ICT ICT
the must be
nation used
should by
be Quantitative
Developing
Integration ICT-
of ICT: determined thatthat there incentives, to benefits, and
7 Impediments
Integrated to
Classroom theWhy showed
Large
were financial
numerous
even if students
Investigate
promotions,
address
how
as
real-
instructors'
well as Not
Are or Aren't
Integration ofSouth
ICT in teachers
investments have areaccess
needed to world issues
resistance rather
using than
8 ICT integration
African Teachers in Using
the The Philippine
appropriate technical In to to
order calculations
tedious achieve applicable
Not
Public Schools
educational system of to support ICT-enabled
government places a high technology
technology in the
integration at its (literature
applicable
9 ICT Integration in Primary If ICT integration
educational reform is in Future
classroom research
and must take
offer Qualitative
review)
Philippines
School Classrooms priority on technological best—where advanced (literature
10 Frameworks for ICT in the considered
Despite
expertise the in the context into
in technological
the education
account
Teachers should
technology-based
and examine
have an
methods Mixed
review)
time of Pandemic
Integration in in the of Jean
proficiency Piaget's
displayedtheory byof how policies
opportunity toareadapt their Method
11 ICT
Lightintegration in English Despite
of Jean Education
Piaget's the fact that there Increasing theinnumber of Mixed
Mathematics
language teacher - cognitive
the
were majority
three
development,
of teachers,it implemented
distinct pedagogies
participants to the
(TTs and TEs) Method
12 Integrating
A Information
Teacher’sinsights
Perspective The use wasof ICTs in Administrators must Literature
education:
and Communication from there
settings,
hospitality
still
the hesitancy,
findings
education
technological
will enable the
understand that
affordances,
conduct of
13 Teaching
Turkey, and Learning
Portugal and ICT
showed integration is Other aspects
additional study. ofvarious
ICT
Because
Review
Quantitative
Technologies
with Technology: (ICT) into enables
extremely the creation to
beneficial of a people
integrationaccept must innovations
be taken in
14 Challenges
Classroom in ICT
Instruction- Lack
more of commitment
flexible, open, to
and Teachers'
in different ICT
ways, integration
and we Qualitative
Effectiveness
Integration among of both
school teachers
regulations,and into account,
the classroom particularly
should be
15 Leadership and school ICT coordinators
students. According are to School
from ICT
a managementCoordinators Quantitative
Malaysian
integration Public
of ICT.Primary insufficient
becoming ICT
increasingly strategically
muststudy
be provided planned withbythe
16 Towards Improving
Education Teachers: The resources, As teachers' and awareness The
school emphasises
administrators, the Qualitative
Kindergarten prevalent and teachers necessary training and
17 Students’ useTeachers’
of and
It comprehension
turns
believe out
theythat when
areand
of demandstudies
essential Future
enhancing
for more
the
and
should (Case Study)
Quantitative
Practices Regarding
information the importance
students believe they better early
gather childhood
information
18 Barriers Perceived by Extrinsic
applicability or external
of ICT tools The adoption
teacher ICT of ICTfrom
training in Quantitative
Teachers for Use of won't miss
issues are anybiggest
the new class classrooms
students who voluntarily
should be
19 Science teachers' The
materialinstructors'
or when sense
they areof ICT professional
participate inacross
the study Quantitative
Information
conceptions and
of teaching challenges
efficacy that the
components encouraged
development all to
activities
20 ICT integration
Communication in The
surveyedcase study
teachers indetailed More enduring
faculties, andICT methods
schools Qualitative
and learning,
teaching ICT
and learning were
the lack moderately
of a defined could
must be boostcreated application
to give (Case Study)
efficacy, influenced by of constructivist
implementation strategy instructors access to ICT learning.
for the ICT education resources and to teach
 Name of MAEM
Subject: Instructor:
707Glenne B. Lagura,
Management PhD
Communication and
Technology

CT INTEGRATION IN THE CLASSROOM

CATEGOR
THEORY Y AUTHOR SOURCE
N/A Effectiveness Ghavifekr, S.,Ghavifekr, S., Razak, A. Z.
Diffusion of of ICT
Effectiveness Razak, A. Z.
Ghavifekr, A., Ghani, M.
S.,
Ghavifekr, S., F. A., Ran,W.
& Rosdy, N.
Innovations by Integration
of ICT in A., Ghani,
& Rosdy, W.M. Y., Meixi, Y., & Tengyue,
A. W. (2015). Teaching and Z.
the
Rogers (2003) and Integration in F.
A. A.,
W. Ran, N.
(2015) (2014). ICT integration
learning with technology: in
Technology the Effectiveness of ICT
Acceptance Model Classroom integration in schools.
(TAM) by Davis International journal of
(2003) research in education and
science, 1(2), 175-191.
Diffusion of Factors that Lawrence, J. Lawrence, J. E., & Tar, U. A.
Innovations by
Two-Dimensional may
ICT influence E.,
Umar,& Tar,
I. N.,U.& (2018).
Umar, I.Factors that
N., & Hassan, A. S.
Rogers
Model by(2003)
Lin, and teachers’
Integration in A. (2018)
Hassan, A. S. influence
A. (2015). teachers’
Malaysian adoption
ICT-integrated
Technology ICT
decision to Cha, H., Cha, H., Park, T.,
and integration of & Seo,in J.
Wang, and Lin
educational Classroom
Integration in A. (2015)
Park, T., & teachers’
(2020). levels
What ofICT
should ICTbe
Unified
(2010) Theory of ICT Graham, M. Graham, M.and A., its
Stols, G., &
environments
Acceptance and Classroom
Integration in Seo,
A., J. G., integration
Stols, considered
Kapp, R. when
(2020).
perceived
developing
Teacher
Not applicable ICT Salam,
(2020) S., Salam, S., Zeng,
ICT-integrated J., Pathan,
classroom
Use of Technology Classroom
Integration in & Kapp,
Zeng, J.,R. Practice
Z. H., andZ.,
Latif, Integration
& Shaheen, of
Not applicable ICT Tomaro,
(2020) Q. Tomaro,
ICT: Why Q. P.or
Are V.Aren't
(2018).
Classroom
Integration in Pathan,
P. Z. H., A. (2018).
V. (2018) Impediments to
Jean Piaget's ICT Kilag,
Latif, O. &K. ICT
Z., Kilag,
the
integration
O. K. T., of
Integration
in the R.,
Ignacio,
ICT in
theory of cognitive Classroom
Technology Integration
ICT in T., Ignacio,A. educational
Perienen, Lumando,
Perienen, E.system
A.
of G.
B., Alvez,
(2020).
Philippines. Journal of
Acceptance
Not applicableModel Classroom
Integration
ICT in R.,
Aşık,
Lumando, U.,
(2020) A.,
Abendan,for
Frameworks
Aşık, A., Köse,
C. ICT
F. K.,
S., Yangın
(TAM) and Classroom E. B., Alvez, Quiñanola,
integration in N. A. M. P., &
mathematics
Diffusion of Integration
ICT in Köse,
Goh, E., S.,& Ekşi,
Goh, G.,
E., &Seferoğlu,
Sigala, M.G.,
Classroom Yangın Ekşi, education-A
Pereira, R., & teacher’s
Ekiert, M.
Innovation
Diffusion oftheory Integration
ICT in Sigala,
Shah, S.M.S. (2020).
Shah, S.Integrating
S. (2022).
Classroom G., Seferoğlu, (2020). ICT integration in
Innovations
Not applicableby Integration
ICT in (2020)
(2022) Information
Razak, N., Ab Teaching
Razak, N.,and& learning with
Ab Jalil, H., &
Rogers (2003) and the Communication
technology: Effectiveness of
Not applicable Integration in Moreira,
ICT Jalil, H., & M. Ismail, I. M.
Moreira, (2019).
A., in Challenges
Rivero, V. M.
Technology classroom
the ICT integration schools.
Not applicable Integration in Ismail,
ICT Ihmeideh,
I. V. in
A., Rivero, H.,ICT
F., Ihmeideh,
integration
& Sosa Alonso,
F.,
among
J. J.
& Al-Maadadi,
classroom
School (2019)
M. H., & Sosa Malaysian
(2019). public
Leadership primary
and
Not applicable Integration in Vahedi,
ICT & Al- F. (2018).
Z.,J. Vahedi, Z.,Towards
Zannella, L., &
the Alonso,
Maadadi, L.,J. school
F. Want,
improving integration
kindergartenof ICT.
Not applicable Integration
Barriers in in Zannella,
Singhavi, C., Singhavi, S. C. (2021).
C., & Basargekar,
classroom
the ICT in (2018)
& Want, S. C. teachers’
Students’ practices
use of information
Not applicable Using
ICT &
Alt, D. (2018) Alt,P. (2019). Barriers
classroom
the (2021)
Basargekar, and D. (2018).
communication
Perceived by
Science
Teachers
Not applicable Integration in Rana, K., & teachers'
Rana, K., conceptions
& Rana, K. offor
(2020).
Classroom
the P. (2019) Use of Information
teaching and learning, andICT
Rana, K. ICT Integration in Teaching
classroom (2020) efficacy, ICT professional
and Learning Activities in
Higher Education: A Case
 LOCALE
Malaysia
Malaysia

Nigeria
Malaysia
Korea
South Africa
Pakistan
Philippines
Philippines
Mauritius
Turkey, Portugal, and Poland
Australia
Malaysia
Malaysia
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Qatar
Canada
India
Israel
Nepal