TEACHER FACTORS AFFECTING ICT USE IN IRANIAN CLASSES: A LITERATURE REVIEW

Given the significance of teacher in the integration of Information communication technology (ICT) in education, this review attempts to give a clearer portrait of the barriers as well as contributing factors to teachersʹ ICT use in teaching. Evidence is brought together from the available literature associated with ICT on the perceived factors affecting level of ICT uptake by Iranian teachers. As identified in a review, the key variables are classified into four broad groups: Psychological factors, professional factors, educational factors, and biological factors. The present review also focuses on the close relationships between many of the identified barriers to ICT use. Finally some suggestions are proposed to overcome the mentioned barriers. The implications in terms of changes in teacher training programs and educational policies are obvious as well as inevitable. ICTs use in education should be given greater consideration than it currently receives. The need for further development and use of ICT among teachers is highly necessary. Employers of teachers and teachers themselves should take advantage of training on ICT. The ministries of education and local government education authorities should adopt professional development oriented policies to meet the ICT-related demands of teachers in todayʹs world.