The study is designed to examine the opportunities available and challenges experienced by subject educators of high schools using and integrating ICT( Information Communication Technology) into teaching and learning activities.
The research questions formulate the main objectives of the study: What are the Information and Communication Technology (ICT) tools available to educators? What are the challenges experienced by these educators in integrating ICT into teaching and learning? What strategies are available to improve teaching and learning using ICT?
Researcher used quantitative descriptive approach (survey by questionnaire)to gather and analyze the data pertaining to opportunities and challenges experienced by educators, managers and subject educators in their teaching or management of ITC integration. The use of a qualitative interpretive approach(observation & interview) helped to explore the participants views on the nature of ICT integration in schools, their practices, their behaviour on the care of ICT infrastructure and challenges that they experienced.
Tremendous development of modern communications and information technologies has influenced the educational phenomenon to a great extent. It has revolutionized teaching- learning process across the world. In this context this study is very important to understand the opportunities and challenges for the integration of ICT in the developing countries like Pakistan. Researcher triangulate the study by using multiple methods of data collection (questionnaire ,observations and interviews). This increases the reliability of the study.
The study is limited to commerce educators (teachers) only, whereas it can be conducted in general i.e.; taking sample from various subjects’ teachers and female teachers as well, thus he ignored the demographical aspect of the study. Students’ views could also be included to increase the validity and applicability.
The findings of the study identified some major opportunities and challenges in integrating ICT into teaching and learning activities. ICT support and training is essential for holistic development of schools. ICT resources were not evenly allocated for all subjects in the schools. There are insufficient funds for purchasing ICT tools (hardware, software and network) . No motivation, intrinsic or extrinsic, no incentives or encouragement was provided by the Department for ICT integration and development.
Educators lack confidence in the effective use of ICT tools. Inadequately developed teaching methods exist in the application of ICT tools in teaching- learning. Schools lack thoughtful and comprehensive technology plan. inadequate security, care and maintenance of ICT tools. Most of the schools did not have an internet connection
First of all new technologies do not change schools; rather schools have to change before they can make effective use of new technologies. Second, the responsibility of making decisions about changes rests solely on school administrators. It means that school administrators and educators should take appropriate steps to utilize the available scarce resources and make the best use of them by incorporating adequate changes in their delivery of education. Cont…
Thirdly, schools have to create a culture of welcoming and receiving new technologies with the intention of moving along with the transformation process that is going on in the global school society of today. This is not the end, it ‘s a new beginning. Thank you ! Muhammad Sajid Farooqi