Sample Thematic Review Matrix (Factors enabling the use of ICT in science teaching)

Title, Year, [Reference #], Locale,

Research Problem, Need of ICT integration Factors enabling the use of ICT in science teaching
Objectives/Questions, Research
Hypotheses
FACTORS AFFECTING THE  “As leaders of school development, including integrated use of ICT,
TRANSFORMATIONAL principals need to have a personal proficiency in computer use”  .Findings of this study indicate that factors such as computer use, professional
LEADERSHIP ROLE OF PRINCIPALS (Schiller, 2003, p. 172). They should realize the importance of the new development activities (with respect to the dimension of ICT and leadership)
IN IMPLEMENTING ICT IN technologies in education and improve their knowledge and skills in influence the leadership role of principals in implementing ICT in schools.
SCHOOLS, 2012,[1] Malaysia the use of computer and other technologies. However, although Interestingly, computer competence had no significant direct relationship with the
technology leadership responsibilities may have been assigned transformational leadership role of principals in implementing ICT in schools. This
Research Objective: formally to principals, most of them do not have background or suitable study compared the performances of the research model with and without inclusion
 This study examines the training to feel confident in dealing with technology (Stuart et al., of the direct effect of computer competence on the transformational leadership role
transformational leadership role of 2009).” of principals in implementing ICT in schools and found that the model excluding
principals to determine whether  “Previous research suggests that ICT competence and using computer direct effect of computer competence on transformational leadership had a
transformational leadership role of are important factors that influence role of principals in implementing significantly better fit to the research data than the model including this effect.”
principals in ICT implementation in ICT in schools (Stuart et al., 2009). However, despite the importance
schools is influenced by the computer of computer utilization in education and the role of the principals in
competence, level of computer use, and supporting technology integration, there has been little research on the
professional development activities of use of ICT by principals, their computer competencies, and their
principals. transformational leadership role in implementing ICT in schools.”
 The current study addresses this pressing need and seeks to identify
Research Hypotheses: the relationships between school principals’ computer competencies,
levels of computer use, professional development activities, and
 “Professional development in terms of transformational leadership role in implementing ICT in schools.”
leadership and technology will positively
influence the transformational leadership
role of principals in implementing ICT in
schools.”
 “The ICT-related professional
development will positively influence the
principals’ levels of computer
competence”
 “Principals’ computer competencies will
positively influence the transformational
leadership role of principals in
implementing ICT in schools.”
 “Principals’ levels of computer
competence will positively influence the
extent of computer use by secondary
school principals.”
“High levels of computer use by secondary
school principals will positively influence
the transformational leadership role of
principals in implementing ICT in
schools.”

Title, Year, [Reference #], Locale,

Research Problem, Need of ICT integration Factors enabling the use of ICT in science teaching
Objectives/Questions
 Success factors for ICT implementation  “There is still a real gap between the availability of ICT  “For instance, (Seyal, 2012; Yuen, Law, & Wong 2003; Schiller 2003) indicated that the key
in Saudi secondary schools : from the
perspective of ICT directors, head
teachers, teachers and students, schools (Oyaid, 2009; Almadhour, 2010; Almalki & Williams, implementation of ICT. Furthermore, the results showed negative views towards using internet at
2015,[2]Saudi
Research Problem.
Research Objective:
 “This paper aims to explore the success
factors for the effective incorporation of
ICT into instructional practices”
Research Question:
 “What factors affect the successful
implementation of ICT in Saudi schools”
technology in Saudi schools and methods of implementation. element in successful ICT implementation in lessons is the perspective of the headmaster and their
For example, some recent studies related to ICT in Saudi staff. It could be argued that their beliefs and attitudes are critical in ensuring the success of the
2012; Al-Harbi, 2014), revealed that the Saudi government schools. In general, the need to improve student attitudes towards ICT as a learning tool and using
needs to develop an effective strategy for ICT in education and internet for educational purposes as identified by ICT directors, headmasters and teachers is
to implement it in practice.” crucial.”
“In relation to the use of the internet in schools, the results highlighted that most headmasters and
teachers tend to restrict the use of the internet at school due to moral and religious perspectives.
However, the limitation of Internet access in Saudi schools may be attributed to religious or cultural
beliefs (Barzilai-Nahon and Barzilai, 2005).”
 “ Therefore, headmasters who still have conventional beliefs about ICT and its adverse effect on
religion may be made aware of the fact that technologies like the internet can be modified based on
the culture that uses them, and can become localized by the systems, control, and rules employed
by their users.” “School’s staffs roles: The majority of participants mentioned the importance of
the headmaster’s role. They emphasized that the headmaster should be a facilitator for using ICT
tools. In addition, they pointed to the importance of encouragement and support to instil change.
These results are compatible with some other studies. For example, Schiller (2003), in his study of
'The Elementary School Principal as a Change Facilitator in ICT Integration’ referred to
headmaster’s functions of developing supportive environments, arranging training, providing
consultation and promotion, monitoring and evaluating.”
 “The results of this study show mixed feelings of both optimism and fear. Policy makers, school
leaders, teachers and students face numerous problems in the attempt to integrate ICT into Saudi
secondary schools.”
 “The results present some barriers regarding ICT in education. However, despite all the highlighted
challenges, there is a general feeling that ICT has a future in schools in Saudi Arabia, but there is a
need to improve on the present situation. Accordingly, this study presents some factors that might
hinder the implementation of ICT in Saudi Arabian schools:

Reference:
[1]Afshari, M., Bakar, K. A., Wong, S. L., & Siraj, S. (2012). Factors affecting the transformational leadership role of principals in implementing ICT in schools. TOJET: The Turkish Online Journal of Educational
Technology, 11(4)
[2] Albugarni, S., & Ahmed, V. (2015). Success factors for ICT implementation in Saudi secondary schools: From the perspective of ICT directors, head teachers, teachers and students. International Journal of
Education and Development using Information and Communication Technology, 11(1), 36.