Information technology has known great development over
the last years. Among other fields, IT growth has contributed in education’s
development (Saadatdoost et. al, 2014). An ICT tool that has transformed the IT industry is Cloud
Computing (CC). Cloud computing is a model that enables an easy method of
sharing and communication of resources and data between computers and other
devices and applications (Mell et al., 2011). Plummer (2008) stated that cloud
computing is an online means of increasing external clients with the help of IT
potentials. (Plummer et al., 2008).
There are different application areas of Cloud Computing. In this
current study, education is the point of interest. Teaching and learning
methods have altered due to the changes in classes’ size and cultural
characteristics. (Saunders & Klemming, 2003). As it was stated by Brusch et
al. (2008), Cloud Computing can help schools use the right hardware and
software technologies to confront many of their problems (Brush et al., 2008).
An example of cloud-based technologies are Google and Microsoft. They provide
communication, calendar, documents creation, storage and sharing services to
students and educators. (Sclater, 2009)
Cloud computing is a needed technology for educational
institutes (Ercan, 2010)
Greece belongs to one of the countries of European Union that have
developed the least in terms of IT (Information Technology). According to a survey
that European Commission conducted about IT use in schools throughout European
Union, each computer is used by 16 students on average in Greek primary
schools, whereas the average for European Union is 7 students per computer. The
same survey also points out the importance of teachers’ role in ICT using by
students for learning purposes. In
Europe, an average of 20-25% of the teachers felt confident to use technology.
In Greece the percentage of those teachers was about 10%.1
A study conducted by Lim et al. (2015) focused on
Swedish schools’ principals thoughts on cloud computing use in schools. Through
their survey, Lim et al. proved that principals are embracing Cloud Computing
use and in their high majority, they already use CC technologies. What they
assessed to be the most useful aspect of cloud usage, was the file storage
system. The biggest obstacle though, was their concern on regulatory
requirements. (Lim, Grönlund, Andersson, 2015)
In a study conducted by Pavlou and Vryonides (2009)
factors such as gender, age and years of experience were considered so that
teachers’ attitude towards ICT use is evaluated. The authors used the TAM (technology
acceptance model) as
a method to assess the degree of adoption of Internet Communication
Technologies by Greek teachers. (Pavlou and Vryonides, 2009)
In their research, Mueller et al. (2007) interviewed
185 primary and 204 secondary teachers. They interviewed both teachers who did and
did not adopt ICTs in classroom and they examined the characteristics for each
one case. According to Mueller et al. (2007), teachers who adopted new
technologies in classroom were those who had a bigger experience in ICTs.
(Mueller et al. 2007)
Alshamaila et al. (2013) studied on Cloud Computing adoption in Greece.
They concluded that, despite the fact that CC is considered to be an
innovational ICT tool that can help organizations, it has not yet been
integrated in their operations (Alshamaila et al., 2013).
However, no research has yet been done on Cloud Computing Usage in Greek
Aim and objectives
The current study will explore whether Cloud Computing
is popular in Greek Private Primary Schools. The current research’s objectives
are to measure the popularity of Cloud Computing and to define who does and who
does not use it, comparing the users and non-users profiles.
Results might be useful for future adoption of
Innovative ICTs from Greek Schools.
Are teachers in Greek private schools using
Cloud Computing? What variables affect the Cloud Computing Integration in Greek
Private Primary Schools? Are teachers satisfied with the use of Cloud
Limitations of the study
In this study it has not
yet been decided on the number of respondents. It depends on how many teachers
will be found that are willing to answer the questionnaire.
The time given for the
questionnaire was not adequate for more teachers to respond, as it was right
before schools closes for Christmas vacations and the questionnaire might not
have been forwarded to many teachers, or teachers were in vacation and were not
willing to respond.
1 Survey of Schools: ICT in Education Benchmarking Access, Use and
Attitudes to Technology in Europe’s Schools. FINAL REPORT A study prepared for
the European Commission DG Communications Networks, Content & Technology. http://ec.europa.eu/information_society/newsroom/image/document/2016-20/surveyofschoolsictineducation_15585.pdf