The document discusses barriers to integrating information and communication technology (ICT) into teaching and learning environments based on a review of literature. The major barriers identified are lack of teacher confidence, competence, and access to resources for using ICT. Providing teachers with ICT resources like hardware, software, training, time, and technical support can help overcome these barriers and improve integration of ICT into classrooms. Understanding the barriers that inhibit teachers from using ICT and how to address them, such as improving access to resources and teacher skills, is important for effective integration of technology into education.

1. Janna Danna M. Vispo
Engaging Activities
A. Choose a specific lesson in TLE subjects (it can be any of those TLE subjects). Write
6 learning objectives (2 for each learning domain), then look for specific online
learning resources (sites, applications, software and OER (Open Educational
Resource) that you can use as your learning material in achieving the objectives of
your lesson. And discuss its function.
Topic: Aquaculture and Global Common
Learning Objectives:
(Cognitive) 1. Define Aquaculture and Agriculture.
2. Distinguish the difference between the process of Aquaculture to
Agriculture.
(Affective) 1. Value the importance of Aquaculture in the Society.
2. Appreciate the essential role of Aquaculture to the global common good.
(Psychomotor) 1. Perform an activity which can describe outcomes of a self-interest
strategy versus a cooperative strategy for managing renewable resources.
2. Practice the process of Aquaculture.
PT 1 Case Analysis (Groupings: 5-6 members each group)
A Case Study of Barriers to the Successful Integration of ICT in Teaching and
Learning Environments: A Review of the Literature
INTRODUCTION

2. In order to provide students with opportunities to learn how to operate in the
information age, the utilization of ICT in the classroom is crucial. Educators may be
able to overcome these obstacles and become successful technology adopters in the
future by studying the obstacles to the use of ICT in education. The major barriers
were lack of confidence, lack of competence, and lack of access to resources. Since
confidence, competence and accessibility have been found to be the critical
components of technology integration in schools, ICT resources including software
and hardware, effective professional development, sufficient time, and technical
support need to be provided to teachers. No one component in itself is sufficient to
provide good teaching. However, the presence of all components increases the
possibility of excellent integration of ICT in learning and teaching opportunities.
The act of integrating ICT into teaching and learning is a complex
process and one that may encounter a number of difficulties. These difficulties are
known as “barriers” (Schoepp, 2005). A barrier is defined as “any condition that
makes it difficult to make progress or to achieve an objective” (WordNet, 1997, as
cited in Schoepp, 2005, p. 2). On the other hand, Balanskat et al. (2006) found that
limitations in teachers’ ICT knowledge makes them feel anxious about using ICT in
the classroom and thus not confident to use it in their teaching.
BACKGROUND

3. According to a number of studies, providing students with opportunities to
learn how to function in the information age necessitates the use of cutting-edge
classroom technologies.
According to Yelland's (2001) argument, traditional educational settings do
not appear to be suitable for preparing students to function or be productive in
today's workplaces. She guaranteed that associations that don't integrate the
utilization of new advancements in schools can't genuinely guarantee to set up their
understudies for life in the twenty-first century.
ICT can play various roles in learning and teaching processes. According to
Bransford et al. (2000), several studies have reviewed the literature on ICT and
learning and have concluded that it has great potential to enhance student
achievement and teacher learning. Wong et al. (2006) point out that technology can
play a part in supporting face-to-face teaching and learning in the classroom. The
use of computers, according to a lot of researchers and theorists, can help students
become more knowledgeable, cut down on the amount of direct instruction they
receive, and give teachers a chance to help students who have particular
needs.(Iding, Crosby, & Speitel, 2002; Shamatha, Peressini, & Meymaris 2004;
Romeo, 2006).
Another issue that has to be raised, according to previous studies, is the
teachers’ confidence in using ICT to help them teach effectively. The lack of
confidence is a problem linked to the previous two issues: the lack of access to
resources and the lack of teacher competence. Regarding the availability of ICT
resources, perceived ability to use ICT and having the basic skills to operate it may
increase teachers satisfaction with modern technologies, which may motivate
teachers to integrate ICT in education
PROPOSED SOLUTION

4. Understanding the levels in this review at which these boundaries keep instructors
from utilizing ICT might help instructors to conclude how the hindrances can be
handled. In different words, educators ought to be persuaded of the significance of
involving ICT in the study hall. After that, they ought to have access to resources.
Teachers must then be able to use these resources effectively. It is impossible to have
access to ICT and be able to use it without having enough time, effective training, and
technical support.
Possible implications for schools and teachers for the integration of ICT into
education Barriers Implementation
Lack of access
For Schools - Providing ICT resources including hardware and software For
Teachers - Taking advantage of resources offered at schools - Access to ICT
resources at home
Resistance to change
For Schools - Training in new pedagogical approaches
For Teachers - Being open minded towards new ways of teaching
Lack of time
For Schools - Providing sufficient time: reducing the number of teacher lessons or
increasing the daily lesson time For Teachers - Acquiring skills of self-organization
and time managements
Lack of training
For Schools - Providing training courses in dealing with the new devices, modern
technologies, and new pedagogical approaches
For Teachers - preparing themselves (pre-service) by self training
- Taking up opportunities for training offered at schools - Knowing how to access to
resources
Lack of technical support

5. For Schools - Providing continued technical support - Relying on themselves to be
able to solve problems in their use of ICT
For Teachers - Accessing available support
RECOMMENDATIONS
Teachers also need to engage with this implementation. Teachers should take
advantage of ICT resources offered at schools. They need to be prepared well before
joining the teaching profession. Where training is absent, teachers can prepare
themselves by enrolling in private sessions or by self-training. They should be open
minded towards new approaches to teaching. Where support is lacking, they need to
find ways to be able to solve problems involving their use of ICT in schools. Finally,
teachers should acquire skills of self-organization which will help them a great deal
in conducting their classes when using ICT.
The aim of this paper was to provide information on encouraging the desired
improvement in the future teaching situation to those responsible for the integration
of ICT into science education. The findings of this study indicate that teachers have a
strong desire for the integration of ICT into education but that they encountered
many barriers to it. The major barriers were lack of confidence, lack of competence,
and lack of access to resources. Since confidence, competence and accessibility have
been found to be critical components for technology integration in schools, ICT
resources including software and hardware, effective professional development,
sufficient time, and technical support need to be provided for teachers. No one
component in itself is sufficient to produce good teaching. However, the presence of
all components increases the likelihood of excellent integration of ICT in learning
and teaching opportunities.

6. Understanding Directed Assessment
Reflection
ICT is useful and helpful. It's an application of modern technology to interact and
share information among people of all fields and develop science through technology. As
one of the ICT functions is to help people develop education, it is good for educators and the
manager to develop their knowledge and transfer it to people. Moreover, through ICT, the
work on the job field can be done more effectively. As a teacher or an instructor, he can
develop material and the way of teaching to the students by elaborating the element of the
subject in order that the material is easily received by the students. So far, ICT gives ease to
run the teaching learning process.
There were a lot of opportunities in integration to High School students, such as
changing the face of education where we learn what the role of technology is to us,
students. With the help of ICT, it guides us to accomplish our work and tasks immediately.
The effectiveness of ICT support and changes the way of teaching and learning in many
subject areas. Through ICT, were appointed to the awareness of different varieties of issues
involved in the youth.
Based on what I have learned on ICT, I would probably apply the skills in almost
everyday life because as we know, computers and technology are everywhere and
anywhere. Ahead of these experiences, my knowledge and capacity on handling ICT will be
fortunately used during my college years, because this would be a great help in making full
of research and paper works, preparing blog, research design, project proposal, and many
more ICT relations would be surely used and enhanced, it is also an advantage to Senior
High Students which will be easier for us to apply ICT because we already experienced it.
We are exposed to technologies, so we better use these for future purposes to solve and
help others.