This study explores the barriers to utilizing information and communication technologies for teaching and learning in Jordan as seen by the different involve d stakeholders: students, teachers, and administrators. The paper investigates these barriers through an interpretative case study which is the Jordanian Education Initiative (JEI) and uses the technology-to-performance chain model (TPC) as a conceptual research framework. Fifteen barriers were identified based on this qualitative research; twelve of them can be directly attributed to utilization factors proposed by the TPC model which were also viewed as barrier factors (expected consequences and affect toward use, habit, social norms, and facilitating condition); significant number of identified barriers can be related to “facilitating conditions” which puts more responsibility on the ministry of education to offer more resources and opportunities to facilitate the process of integrating technology into education in Jordan . Despite the notion that these barriers will be always present, the paper calls for more institutional support for the JEI and more technical training for the teachers.
© Swedish Business School at Orebro University, 2010