This document discusses barriers to integrating information and communication technologies (ICT) into teaching and learning environments. It identifies several common barriers at the teacher and infrastructure levels. At the teacher level, barriers include lack of teacher confidence, competency, and motivation to change their practices. At the infrastructure level, common barriers are lack of adequate ICT resources, effective training, and infrastructure support. To improve ICT integration, the document argues that education systems must address these barriers by enhancing teacher skills and confidence, providing sufficient resources and training, and strengthening infrastructure support.
Status of Information and Communication Technology Training and Support for S...ijtsrd
Education is perceived in this piece as a process of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, support and research. ICT has a very significant place in the education process that involves teachers and instruction. Information and communication technology have become within a very short time, one of the basic building blocks of modern society including Science and technology teachers. The purpose of the study is to determine the status of ICT training and support for science and technology teacher educators in colleges of education within Southeast Nigeria. The study adopted a survey research design. The population of the study consisted of 454 science and technology teacher educators in colleges of education within Southeast state Nigeria. The instrument was subjected to face validation by three experts. The reliability coefficients of the instrument for the study is 0.98 using Cronbach's Alpha formula. Five research questions that guided the study were answered using mean and standard deviation. Five research hypotheses were tested at 0.5 level of significance using one way ANOVA. Among the findings of the study were that, there is low ICT training, support and competence for science and technology teacher educators. It was concluded, among others, that government should help. Ezenma Chimezie Bernard ""Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21511.pdf
Paper URL: https://www.ijtsrd.com/computer-science/multimedia/21511/status-of-information-and-communication-technology-training-and-support-for-science-and-technology-teacher-educators-in-colleges-of-education-in-southeast-nigeria/ezenma-chimezie-bernard
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
Efforts are made in every country for a sound system of education which
can cater the educational needs of all citizens. When the problem of quantity
of education is being tackled, there is an urge for raising the quality of life,
which is possible only if there is raise in the quality of education. The quality
of life and the quality of education go together. Educationalists are of the
opinion that the educational problems relating to the quality and quantity
could be tackled by the development of an Educational Technology.
Therefore, in recent years all over the world there has been a rapid
development of Communication Technology in education at all levels with a
purpose of extending educational facilities and upgrading instructional
methodology. The present study tries to trace out the ICT awareness, use
and need of the teacher educators of B.Ed. Colleges of Hyderabad
Karnataka region. The result reveal that computer trained teacher
educators were more aware and used more ICT resources for classroom
teaching, professional development and personal development in
comparison to the computer untrained teacher educators and teacher
educators having personal computer were using ICT resources more for
their classroom practice, professional development and personal
development than that of teacher educators not possessing personal
computer.
An Analysis on the Application of Information and Communication Technology (I...AJASTJournal
The paper sought to analyse the application of Information and Communication Technology (ICT) in teaching Health Education students in tertiary institutions in Adamawa State. A survey research design was used for the study. The population for the study comprised of 4 tertiary institutions offering Health Education out of which 2 were sampled. A simple random sampling was used in selecting 150 students from each of the institutions sampled making a total of 300 respondents. Data was collected with the use of questionnaire which was subjected to validity and reliability test. The mean and ANOVA was used in establishing the correlation between the variables in the study. The researcher accepts a result if the average mean is above 2.6 which is on the high side and shows a significant relationship. The researchers also reject a result if the average mean is below 2.5 which is on the low side and shows no significant relationship. Based on the findings of this study, it is recommended that: institutions and their management should have more ICT training centers on campus, the management of the institutions should urgently make sure ICT facilities are available for students’ use, the students should be given assignments, course project, group work, which will involve sourcing for information from the internet, lecturers should encourage students to organize mini seminars for presentation of assignments through the use of power point among others.
Precise - Practical and Essential guidelines for any higher educational institution on ICT adoption (ICT for teaching) - based on literature review and gap identification, limitations in existing models, primary data within the sample and validations
A study on the impact of web technologies in teacher education to train the f...Dr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
Status of Information and Communication Technology Training and Support for S...ijtsrd
Education is perceived in this piece as a process of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, support and research. ICT has a very significant place in the education process that involves teachers and instruction. Information and communication technology have become within a very short time, one of the basic building blocks of modern society including Science and technology teachers. The purpose of the study is to determine the status of ICT training and support for science and technology teacher educators in colleges of education within Southeast Nigeria. The study adopted a survey research design. The population of the study consisted of 454 science and technology teacher educators in colleges of education within Southeast state Nigeria. The instrument was subjected to face validation by three experts. The reliability coefficients of the instrument for the study is 0.98 using Cronbach's Alpha formula. Five research questions that guided the study were answered using mean and standard deviation. Five research hypotheses were tested at 0.5 level of significance using one way ANOVA. Among the findings of the study were that, there is low ICT training, support and competence for science and technology teacher educators. It was concluded, among others, that government should help. Ezenma Chimezie Bernard ""Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21511.pdf
Paper URL: https://www.ijtsrd.com/computer-science/multimedia/21511/status-of-information-and-communication-technology-training-and-support-for-science-and-technology-teacher-educators-in-colleges-of-education-in-southeast-nigeria/ezenma-chimezie-bernard
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
Efforts are made in every country for a sound system of education which
can cater the educational needs of all citizens. When the problem of quantity
of education is being tackled, there is an urge for raising the quality of life,
which is possible only if there is raise in the quality of education. The quality
of life and the quality of education go together. Educationalists are of the
opinion that the educational problems relating to the quality and quantity
could be tackled by the development of an Educational Technology.
Therefore, in recent years all over the world there has been a rapid
development of Communication Technology in education at all levels with a
purpose of extending educational facilities and upgrading instructional
methodology. The present study tries to trace out the ICT awareness, use
and need of the teacher educators of B.Ed. Colleges of Hyderabad
Karnataka region. The result reveal that computer trained teacher
educators were more aware and used more ICT resources for classroom
teaching, professional development and personal development in
comparison to the computer untrained teacher educators and teacher
educators having personal computer were using ICT resources more for
their classroom practice, professional development and personal
development than that of teacher educators not possessing personal
computer.
An Analysis on the Application of Information and Communication Technology (I...AJASTJournal
The paper sought to analyse the application of Information and Communication Technology (ICT) in teaching Health Education students in tertiary institutions in Adamawa State. A survey research design was used for the study. The population for the study comprised of 4 tertiary institutions offering Health Education out of which 2 were sampled. A simple random sampling was used in selecting 150 students from each of the institutions sampled making a total of 300 respondents. Data was collected with the use of questionnaire which was subjected to validity and reliability test. The mean and ANOVA was used in establishing the correlation between the variables in the study. The researcher accepts a result if the average mean is above 2.6 which is on the high side and shows a significant relationship. The researchers also reject a result if the average mean is below 2.5 which is on the low side and shows no significant relationship. Based on the findings of this study, it is recommended that: institutions and their management should have more ICT training centers on campus, the management of the institutions should urgently make sure ICT facilities are available for students’ use, the students should be given assignments, course project, group work, which will involve sourcing for information from the internet, lecturers should encourage students to organize mini seminars for presentation of assignments through the use of power point among others.
Precise - Practical and Essential guidelines for any higher educational institution on ICT adoption (ICT for teaching) - based on literature review and gap identification, limitations in existing models, primary data within the sample and validations
A study on the impact of web technologies in teacher education to train the f...Dr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
I have create slides which lists examples of oops programming concepts including looping,enums,structures,linq,threading,delegates,generics,inheritenc..so on.
Professional Development approach to motivate teachers to overcome the second...Willy Castro
This is the presentation of the PHD research project plan regarding to Professional Development approach to motivate teachers to overcome the second-order barriers of Information and Communication Technologies integration in Higher Education.
Author Willy Castro
PHD Student
Aalborg University
KNOWLEDGE AND PERCEPTIONS OF STUDENTS REGARDING THEIR TEACHERS’ ICT INTEGRATI...IJITE
Because of the importance of ICT in people’s everyday lives, teachers worldwide are encouraged to find
innovative and creative ways to incorporate these tools into classroom learning. As such, the goal of this
study is dual : to investigate students’ knowledge of ICT and its integration in secondary schools settings
on the one hand and to explore their perceptions of their teachers’ ICT integration in the classroom and its
advantages on the other. Quantitative research approach implying a self-designed questionnaire was used
for data collection. A total of 132 student-teachers from first year at the Teacher Training School of
Natitingou were used as participants. The results showed that these participants : (1) have a good
knowledge of the concept of ICT, its tools and its significances; (2) perceive what teachers do when
integrating ICT in the classroom ; and (3) acknowledge the multiple advantages of ICT integration in the
classroom.
Towards a Framework for ICTs Integration in Teacher Education in IndiaPremier Publishers
Teachers can only effectively integrate technology in their instruction if they are themselves knowledgeable about the technology. In India, several researches have pointed out challenges hindering effective integration of ICTs in teacher education programme that raise the questions: What is missing in the teacher education and training curriculum? Is there skill training and maintenance for teachers? Do the teacher training institutions have the necessary infrastructure for ICT integration? This paper reports on the findings of a study that attempted to respond to these questions and suggests a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It suggests that seven fundamental principles of good practice should be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre-service and in-service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; accepting a practice driven approach; and an emphasis on the development of sustainable costing models. Build on modern notions of teaching-learning activities, the paper concludes with a proposed course of action to leverage the real benefits of ICTs for teacher education in India.
ICT is a logical, mechanical and designing discipline and the executive’s method utilized in taking care of data, its
application and relationship with social, monetary and social matters (UNESCO, 2002). ICT represents Data and
Correspondence Advances. ICT is a piece of our lives for the most recent couple of many years influencing our general public as
well as individual life. ICT which is presently extensively utilized in instructive world. Educator, Understudy, director and each
individual connected with training are prevalently utilized ICT. Instructor use ICT for making showing educational experience
simple and fascinating. A capable instructor has a few abilities and strategies for giving fruitful instructing. So advancement and
increment of abilities and capabilities of educator required information on ICT and Science and Innovation. In present day
science and innovative social orders instruction requests more information on educator with respect to ICT and abilities to
involve ICT in educating - growing experience. The information on ICT likewise expected for pre-administration instructor
during their preparing program, since this coordinated mechanical information helps a imminent educator to know the universe
of innovation in a superior manner by which it very well may be applied in future to improve the understudies. Presently - days
ICT‟s are changing schools and homerooms another look by bringing in new educational plan in light of true issues, projects,
giving devices to improving picking up, giving educators and understudies more offices and potential open doors for criticism.
ICT additionally helps educators, understudies and guardians to meet up. Ceaseless and Far reaching Assessment (CCE) makes
a difference understudies as well as educators to involve more innovation for making instructing learning more appealing to
improve our group of people yet to come. Educators should know the utilization of ICT in their branches of knowledge to help
the students for learning all the more really. In this way, the information on ICT is especially essential for the both imminent
educators as well as in-administration instructors moreover. This will assist educators with knowing coordinated innovation with
homeroom instructing.
Capacity building for 21st century learning in secondary schools in AfricaPetra Fisser
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
1. International Journal of Research in Advent Technology, Vol.2, No.2, February 2014
29
Barriers to Successful ICT Integration into Teaching-
Learning Environment
Swati V. Desai1, Dr. Ajit D. More2
Assistant Professor, MCA, Bharati Vidyapeeth Institute of Management & Entrepreneuship Development Pune1.
Programme Director, MCA, Bharati Vidyapeeth Institute of Management
& Entrepreneuship Development Pune2
Affiliated organization: AICTE recognized and Approved, Bharati Vidyapeeth University, Institute of
Management & Entrepreneurship Development, Pune-31
swati.desai99@gmail.com1, ajit.more@bharatividyapeeth.edu2
Abstract- The education is a socially oriented activity. It plays vital role in building the society. The quality
education traditionally was associated with strong teachers having high degrees. Using ICTs in education, it
moved to more student –centered learning. ICT is an ever-changing subject. There will always be developments
within the ICT that we need to be aware of and keep up to date with. As world is moving rapidly towards digital
information, the role of ICTs in education becoming more and more important and this importance will continue
to grow and develop in 21st century. In this age of rapid change and uncertainty, teaching learning environment
needs to adapt new technologies to change if they want to survive and keep pace with new methods and
technologies. Though the role of ICT in the teaching – learning is unavoidable, it will not improve quality of an
education. To identify the possible obstacles to the integration of these technologies into schools is an important
step in improving the quality of teaching and learning. This paper highlights various barriers in ICT
implementation in education and also discusses potential future developments.
Index Terms- ICT; barriers.
1. INTRODUCTION
1.1 What is ICT?
ICT is an acronym that stands for “Information
Communication Technologies”. Information and
communication technologies are an umbrella term that
includes all technologies for the manipulation and
communication of information. ICT considers all the
uses of digital technology that already exists to help
individuals, business and organization. It is difficult to
define ICT because it is difficult to keep up the
changes they happen so fast.
ICT is concern with the storage, retrieval,
manipulation, transmission or receipt of digital data.
The definition taken from the guidance in the QCA
schemes of work for ICT is
“ICTs are the computing and communication facilities
and features that variously support teaching, learning
and a range of activities in education.”
Definition given by Blurton, (C.,“New
Directions of ICT-Use in Education”) is- “It is
diverse set of technological tools and resources used
to communicate, and to create, disseminate, store, and
manage information.”
2. BARRIERS IN ICT
IMPLEMENTATION IN AN EDUCATION:
Use of ICT in an education causes its move to more
student –centered learning. ICT has a presence in an
education but unfortunately we are lacking to achieve
desired impact.
2.1. Classification of Barriers:
2.1.1 Intrinsic and extrinsic:
Extrinsic barriers (first order barriers): T
Wenli Chen, Ashley Tan, Cheryl Lim (2012)These
barriers result from inadequate and/or inappropriate
configuration of ICT infrastructures, including access,
time, support, resources and training. Intrinsic barriers
(second order barriers) that related to teachers
personal experience and awareness, including
attitudes, beliefs, practices and resistance.
2.1.2 Teacher level school level and School Level
Barriers:
These barriers prevent teachers from using ICT in
classroom teaching. School Level Barriers: These
includes barriers causes due to organizational
management.
Becta (2003) suggested few factors to ensure good
ICT learning opportunities. The following are the
factors,
(1) Adequacy of ICT resources
(2) Leadership and management of ICT
(3) Leadership of the head teacher and key staff
(4) Quality of ICT teaching
(5) General quality of classroom teaching
(6) Social grade of the school/educational body
2. International Journal of Research in Advent Technology, Vol.2, No.2, February 2014
30
According to this report, the presence or absence of
this factor produces a change in the incidence of good
ICT learning opportunities. On the basis of literature
reviewed, barriers of ICT integration into the
education can have two levels.
3. BARRIERS RELATED TO TEACHING
3.1 Lack of teacher confidence:
Becta (2004) reported many teachers who do not
consider themselves to be well skilled in using ICT,
feel anxious about using it in front of a class of
children who perhaps know more than they do.
Teachers are having fear about using technology into
the teaching. Many of them don’t feel comfort with
use of ICT in the classroom teaching.
3.2 Lack of teacher competency:
Becta (2004) also emphasized that many teachers are
not well conversant with the effective use of
computers for the teaching. They are having fear to
expose in front of the students that they don’t know
how to use equipments. On the other hand increasing
use of technology into an education expects that the
teacher should be knowledgeable to use ICT tools
effectively in the classroom teaching.
3.3 Lack of motivation to change:
According to the key research evidence about barriers
to the use of ICT, many senior teachers are reluctant
to accept technology integration into the education.
They feel more comfort with the traditional chalk-board
method as they are habitual to that. In this age
of rapid change and uncertainty, teachers are needed
to adapt change if they want to survive and keep pace
with new methods and technologies.
3.4 Lack of perception:
Many teachers don’t understand what exactly they
have to do with the ICT. Teachers need to understand
their changing role in teaching-learning process. ICT
will also require a modification of the role of the
teacher, who in addition to classroom teaching will
have other skills and responsibilities. In this concern
teacher has to play different roles like a catalyst,
facilitator, and mentor and as a manager.
4. BARRIERS RELATED TO
INFRASTRUCTURE
4.1 Lack of infrastructure support:
Many times teachers face the problem of insufficient
hardware and software. The quality of equipments is
also not as per expectations. Teachers also face the
problem of lack of resources. Though resources are
available their good organization is required. Many
times teachers observe poor organization of the
resources available. Good accessibility of resources is
also a basic need for quality ICT implementation.
Lack in access is also a big hurdle in technology
integration.
To improve quality of ICT utilization
an organization should get a strong
infrastructure support.
4.2 Lack of effective training:
Lack of effective training is frequently referred
barrier in literature. There are not enough training
opportunities for teachers to effective utilization of an
ICT. Teachers are having fear in their mind that there
will be something wrong in ICT utilization. The
training should be effective to increase teacher’s
confidence and competency.
Goktas, Y., Yildirim, S., & Yildirim, Z. (2009)
revealed the qualitative findings as main barriers
(1) crowded classrooms
(2) inadequate number of ICT-related courses
(3) lack of computers and other presentation
equipment in classrooms
(4) lack of computer laboratories for use in free time
(5) lack of technology plans
(6)lack of motivation of the teacher educators
concerning the use of ICTs in their classes
(7)lack of motivation of the prospective teachers
concerning the use of ICTs in their courses and their
future classes
(8) lack of good role models for prospective teachers
(9) lack of successful institutional models for STE.
5. CONCLUSION
To survive in the today’s competitive world an
education system need to anticipate new
developments. An ICT has begun to have a presence
but unfortunately we are lacking to have its desired
impact. On this background we should focus various
obstacles which are causing down the benefits of
technology integration. It will help to enhance
technology integration into the education. Removal of
these hurdles is a big challenge in front of education
system. We can increase student’s engagement and
involvement by removing these obstacles. It will help
teacher to access the machines and contents smoothly.
At last it will help to improve quality of an education.
6. REFERENCES
[1] “A review of the research literature on barriers to
the uptake of ICT by teachers”, British
Educational Communications and Technology
Agency (Becta) June 2004
[2] Khalid Abddulah Bingimlas (2009) “Barriers to
the successful integration of ICT into the teaching
learning environments: A review of the literature.
”, Eurasia Journal of Mathematics, Science &
Technology 2009, 5(3), 235-345.
3. International Journal of Research in Advent Technology, Vol.2, No.2, February 2014
31
[3] Goktas, Y., Yildirim, S., & Yildirim, Z. (2009),
“Main Barriers and Possible Enablers of ICTs
Integration into Pre-service Teacher Education
Programs”, Educational Technology & Society,
12 (1), 193–204.
[4] Mee Chin Wee and Zaitun Abu Bakar (2006)
“Obstacles towards Use of ICT Tools I teaching
and learning of Information Systems in Malecian
Universities”, The International Arab Journal of
Information Technology, Vol. 3, No. 3, July 2006
[5] Michael Searson (USA), Therese Laferriere
(Canada), Roumen Nikolow (Bulgaria) (2011),”
Barriers to successful implementation of
technology integration in educational settings”,
EduSummit 2011, International Summit on ICT
in Education.