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

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. ISSN 1941-899X 2015 www.macrothink.org/jmr 191 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. Journal of Management Research

Diagnosing the barriers for integrating Educational Technology in Physics courses in Lebanese secondary schools

“…Without the good technical support in the classroom and the whole school resources, teachers cannot be expected to overcome the barriers preventing them from using ICT (Bingimlas, 2009;Salehi and Salehi;. In the same context, Ampirica ( 2006), Khan et al (2012), Prasad et al (2015) and Ghavifekr (2016) found that lack of access, lack of computers and software are the large barriers to ICT implementation. Moreover, the limitation on access to hardware and software resources influences teachers' motivation to use ICT in the classroom.…”

“…Training is a key factor for successful integration of computers into classroom teaching (Gomes, 2005;Goktas et al, 2009;Khan et al, 2012). Consequently, ICT related training programs develop teachers' competences in computer use, influencing teachers' attitudes towards computers and assisting teachers to reorganize the task of technology and how new technology programs are significant in student learning (Goktas et al 2009, Buabeng-Andoh,2012Prasad et al, 2015).…”

“…Correspondingly, Gomes (2005) and Pandolfini (2016) While intrinsic barriers are related to teachers' personal experiences and awareness, teachers' beliefs and attitudes towards technology, teachers' lack of confidence in using technology, teachers' lack of knowledge and skills in using technology practices, and their resistance to change towards ICT. Accuosti (2014) classifies four factors affecting ICT implementation and leading to the absence in its systematic use: 1-the visions of ICT role either as marginal activities for teaching where computers are used from time to time to motivate, train students, or fill time or as a magic solution for learning difficulties; 2-teachers as an element of facilitation based on their impact on how technology is implemented, their attitude and resourcefulness; 3-social environments that can either enable or restrict the implementation based on students behaviour, social and historical circumstances of the environment, the cooperation for the sociocultural, the background and scientific longevity and durability of the education community and economic influences that are related to costs, available funds, technical support , the availability and the access (Prasad, Lalitha, & Srikar, 2015) ; 4-teachers' requirements and their personal developments.…”

The Challenges of Implementing Information and Communications Technology (ICT) Based Online Learning in Chinese Independent High Schools (CIHS) in Malaysia

“…A past study also found that teachers were more motivated to teach their students in classroom as ICT provided sufficient information and materials online (Ziden et al, 2011). A study by Prasad, Lalitha and Srikar (2015) concluded that ICT had changed the way of learning from teacher-centred to student centred. More than half of the English teachers agreed that students gained better understanding on the subject while using online software, pictures and applications and students engaged themselves more in the lessons and improved on their quality of learning.…”

Antecedents to teachers’ perceptions of the usefulness of ICTs for business education classroom instructions in Nigerian tertiary institutions

“…Most teachers in Nigeria were not able to cope with the pace of technology adoption in the classroom owing to constraints such as lack of adequate ICT orientation and training for teachers, lack of availability of adequate ICT infrastructure in schools, and lack of stable power supply for effective ICT operational activities in schools (Asogwa 2013;Ololube 2014;Prasad et al 2015;Anunobi 2015). Correspondingly, studies had shown most business education teachers in tertiary institutions of Nigeria did not possess the technical expertise to implement ICTs in their classrooms (Prasad et al 2015;Anunobi 2015;Isiyaku et al 2015;Isiyaku and Ayub 2016).…”