RESISTANCE TO READINESS: STRATEGIES FOR SEAMLESS ICT INTEGRATION IN TEACHER EDUCATION
DOI:
https://doi.org/10.29121/shodhkosh.v5.i6.2024.3526Keywords:
ICT, ICT Integration, Factors, Teacher Training, Teacher Education, Teaching-LearningAbstract [English]
Information and Communication Technology (ICT) has positively impacted global societal development particularly in education. Education is not merely about using digital tools; it involves enabling the development of critical thinking, creativity, problem-solving skills, and lifelong learning competencies. Knowledge and teaching are vital education components. Education must be high quality. The quality of education depends on teachers’ competency. Teachers’ competency is improved through quality training. Teacher must be trained to meet the needs of learners. Technology has extended its benefits to education. Teacher educators play an indispensable role in implementing ICT. Despite, having command over their subject, teacher educators lack integrating ICT in their teaching, when it is crucial for the present situation. This study explored the factors that restrict practical ICT usage in teaching-learning. A descriptive survey method was employed and data were collected using a questionnaire developed by the researcher. The study concludes with suitable strategies to overcome the challenges in integrating ICT in teacher education.
References
Adam Natia, J., & Seidu Al-hassan, G. (2015). Promoting teaching and learning in Ghanaian Basic Schools through ICT. International Journal of Education and Development Using Information and Communication Technology, 11(2), 113–125.
Amenyedzi, F. W. K., Lartey, M. N., & Dzomeku, B. M. (2011). The Use of Computers and Internet as Supplementary Source of Educational Material: A Case Study of the Senior High Schools in the Tema Metropolis in Ghana. Contemporary Educational Technology, 2(2), 151–162. https://doi.org/10.30935/cedtech/6049 DOI: https://doi.org/10.30935/cedtech/6049
Bakari, A. D., & Ali, M. M. (2023). Introduction of ICT subject in Zanzibar primary education: Challenges and opportunities. Social Sciences and Humanities Open, 8(1), 0–5. https://doi.org/10.1016/j.ssaho.2023.100522
Bariu, T. N., & Chun, X. (2022). Influence of teachers attitude on ict implementation in kenyan universities. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2107294 DOI: https://doi.org/10.1080/2331186X.2022.2107294
Basargekar and Singvi. (2017). Factors Affecting Teacer’s Percieved PRofieciency in Using ICT in the Classroom. DOI: https://doi.org/10.22492/ije.5.2.03
Bukhari S. A. R. (2021). (PDF) Sample Size Determination Using Krejcie and Morgan Table. ResearchGate, February. https://doi.org/10.13140/RG.2.2.11445.19687
Chigona, A., & Chigona, W. (2010). An investigation of factors affecting the use of ICT for teaching in the western cape schools. 18th European Conference on Information Systems, ECIS 2010.
Demissie, E. B., Labiso, T. O., & Thuo, M. W. (2022). Teachers’ digital competencies and technology integration in education: Insights from secondary schools in Wolaita Zone, Ethiopia. Social Sciences and Humanities Open, 6(1). https://doi.org/10.1016/j.ssaho.2022.100355 DOI: https://doi.org/10.1016/j.ssaho.2022.100355
Diwani, A., & Mohammed, M. (2023). Open Introduction of ICT subject in Zanzibar primary education : Challenges and opportunities. Social Sciences & Humanities, 8(April), 0–5. DOI: https://doi.org/10.1016/j.ssaho.2023.100522
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers and Education, 59(2), 423–435. https://doi.org/10.1016/j.compedu.2012.02.001 DOI: https://doi.org/10.1016/j.compedu.2012.02.001
Hall, D. (2015). The ICT Handbook for Primary Teachers. The ICT Handbook for Primary Teachers. https://doi.org/10.4324/9781315722641 DOI: https://doi.org/10.4324/9781315722641
Kihoza, Zlotnikova, Bada, & Kalegele. (2016). Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR models Patrick Kihoza Nelson Mandela African …. … Journal of Education and …, 12(1), 107–128. https://www.learntechlib.org/d/173436/
Knezek, G., & Christensen, R. (2016). Extending the will, skill, tool model of technology integration: adding pedagogy as a new model construct. Journal of Computing in Higher Education, 28(3), 307–325. https://doi.org/10.1007/s12528-016-9120-2 DOI: https://doi.org/10.1007/s12528-016-9120-2
Mark, V. A., & Emmanuel, A.-N. (2019). Challenges facing information and communication technology implementation at the primary schools. Educational Research and Reviews, 14(13), 484–492. https://doi.org/10.5897/err2019.3751 DOI: https://doi.org/10.5897/ERR2019.3751
Mathevula, M. D., & Uwizeyimana, D. E. (2014). The challenges facing the integration of ICT in teaching and learning activities in South African Rural Secondary Schools. Mediterranean Journal of Social Sciences, 5(20), 1087–1097. https://doi.org/10.5901/mjss.2014.v5n20p1087 DOI: https://doi.org/10.5901/mjss.2014.v5n20p1087
Meerza, A., & Beauchamp, G. (2017). Factors influencing undergraduates attitudes towards ICT: An empirical study in Kheis. Turkish Online Journal of Educational Technology, 16(2), 35–42.
Moses, P., Bakar, K. A., Mahmud, R., & Wong, S. L. (2012). ICT Infrastructure, Technical and Administrative Support as Correlates of Teachers’ Laptop Use. Procedia - Social and Behavioral Sciences, 59, 709–714. https://doi.org/10.1016/j.sbspro.2012.09.335 DOI: https://doi.org/10.1016/j.sbspro.2012.09.335
National Policy and Strategy on ICT in Education. (2014). ICT in Education : Report of current status. February.
Natriello, G. (2013). Adaptive Educational Technologies. In Adaptive Educational Technologie.
NEP. (2020). National education policy 2020. Economic and Political Weekly, 55(31), 4L. https://doi.org/10.1201/9781003254942-12 DOI: https://doi.org/10.1201/9781003254942-12
Padayachee, K. (2017). A snapshot survey of ICT integration in South African schools. South African Computer Journal, 29(2), 36–65. https://doi.org/10.18489/sacj.v29i2.463 DOI: https://doi.org/10.18489/sacj.v29i2.463
Peng, R., Razak, R. A., & Halili, S. H. (2023). Investigating the factors affecting ICT integration of in-service teachers in Henan Province, China: structural equation modeling. Humanities and Social Sciences Communications, 10(1), 1–11. https://doi.org/10.1057/s41599-023-01871-z DOI: https://doi.org/10.1057/s41599-023-01871-z
Peprah, O. M. (2016). ICT education in Ghana: an evaluation of challenges associated with the teaching and learning of ICT in basic schools in Atwima Nwabiagya district in Ashanti region. European Journal of Alternative Education Studies, 1(2), 7–27. www.oapub.org/edu
Rastogi, A., & Malhotra, S. (2013). ICT skills and attitude as determinants of ICT pedagogy integration. European Academic Research, 1(3), 301–3018. https://euacademic.org/UploadArticle/22.pdf
Soma, A., Nantomah, I., & Adusei, R. (2021). Didactics of Natural Sciences in Higher Secondary Education. International Journal of Humanities, Social Sciences and Education, 8(10). https://doi.org/10.20431/2349-0381.0810002 DOI: https://doi.org/10.20431/2349-0381.0810002
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 A. Pugazh, A.S. Jalandharachari
This work is licensed under a Creative Commons Attribution 4.0 International License.
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
