Barriers to the Use of Information and Communication Technology (ICT) in Secondary Schools: Teacher's Perspective

By Prasad, Ch V. V. S. N. V.; Lalitha, P. et al. | Journal of Management Research, April 1, 2015 | Go to article overview

Barriers to the Use of Information and Communication Technology (ICT) in Secondary Schools: Teacher's Perspective


Prasad, Ch V. V. S. N. V., Lalitha, P., Srikar, P. V. N., Journal of Management Research


Abstract

This study investigates the teachers' perceptions of barriers to using Information and Communication Technology (ICT) in secondary schools in India. Even though the progress of ICT for teaching is growing, very few studies address ICT particularly regarding secondary schools in India. This study has reviewed the existing literature pertaining to ICT in secondary schools and has analyzed barrier factors in relation to secondary schools in India. A 10-item questionnaire was administered to 749 secondary school teachers in India. Results from the study shows that lack of funding, lack of ICT integration and lack of connectivity were found to be most critical barriers to the use of ICT in secondary schools. Three barrier-factors were extracted: lack of support, lack of ICT infrastructure and lack of motivation and self belief from factor analysis.

Keywords: Information and Communication Technology (ICT), Secondary Schools, ICT Barriers

1. Introduction

Technology has steadily risen to become a critical tool in secondary education. However, despite its ability and significance in supporting the development of school children, school childhood educators have struggled with technology usage in their teaching practice. The arena of education though, has been certainly affected by the powerful and penetrating global influence of ICT. It has made a deep and significant impact on the qualitative and quantitative teaching aspects in educational institutions. ICT has the ability of inspiring and engaging the students in learning to link the school experiences to the work practices; improving, enriching and perpetuating skill; creating economic viability for future workers; providing transformative changes in schools; bolstering teaching and creating a window for strong connection between the school and the external world. Owing to the key function of education in influencing country growth and steady spurt in secondary school population, use of ICT in teaching practices has become very vital. Adoption of ICT techniques by teachers will enable them to teach more effectively and efficiently in such circumstances. State and central governments have recognized this aspect and have taken strong steps to improve ICT usage in secondary schools using the ICT in school scheme. Extant research has also identified and stressed on the critical advantages of providing young children with exposure to technology and integrating into their school curriculum (Castellani & Jeffs, 2001). The integration of ICT in learning and teaching provides significant opportunities for students and teachers alike, to work progressively in today's information age. However, certain factors can impede teachers' ability to integrate and use ICT in their teaching practice (Salehi and Salehi, 2012). The relationship between usage and perceptions of ICT, organizational culture and ICT system implementation has been the focus of examination (Pliskin et.al. 1993). The use of ICT in secondary schools is influenced by school culture in terms ICT infrastructure support and teacher motivation and self beliefs of using ICT in their teaching or learning. By analyzing the barriers of using ICT in education, assistance can be provided to educators for overcoming these impediments. The study aims investigates the teachers' perceptions of barriers to the use of ICT in secondary schools in India.

2. Review of Literature

Research studies (Jones 2004; Al- Senaidi et al. 2009; Karasavvidis 2009; Agyei and Voogt 2011; Prestridge 2012) have reported a number of barriers/obstacles teachers experience in using ICT in their classrooms. These include lack of resource access, inadequate training opportunities, lack of confidence amongst among teachers, paucity of time, insufficient knowledge about integration of ICT in lessons, technical issues, poor administrative support and poor fit with the curriculum. Barriers must be first identified, and then only actions can be taken to overcome those (Nikolopoulou & Gialamas 2013). …

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