Secondary School Teachers’ Concerns about ICT Integration: Perspectives from a Developing Part of the Globe

Abstract

Teachers' eagerness and concern, has been at the heart of the successful implementation of an educational innovation. This study aimed at exploring teachers' concern regarding ICT integration with employing explanatory mixed method research design. The sample size of 300 Pakistani secondary school teachers was identified for the quantitative and 35 for the qualitative part of the study. Stages of concern questionnaire (SoCQ), was adopted as data collection instrument for the quantitative and semi structured interviews for the qualitative part of the study. The findings portray a non user profile of the teachers because of their high concerns, high mean scores, at the stages of unconcerned (M=75.85), informational (M=59.99), and personal (M=57.66). Consequently, low concerns, with very low mean scores, on consequence (M=6.83), collaboration (12.00) and refocusing stages (12.79). The findings suggest for an ongoing and school based capacity enhancement to remain at the heart of reform agenda of ICT integration to meet and accommodate teachers' early stages of concern and enable them move gradually towards their impact related concern profile.

Teachers' attitudes towards social media (SM) use in online learning amid the COVID-19 pandemic: the effects of SM use by teachers and religious scholars during physical distancing

“…School-level support from headteachers in this regard could be of worth (Ismail et al, 2020). Such support will be needed to provide access to necessary digital resources, creating opportunities for teachers' capacity building, continuous feedback, and mentoring (Jogezai et al, 2018;Mulenga and Marb an, 2020).…”

“…The use of social media could also be beneficial for countries that, according to Attwood et al (2013), are resource-poor and deprived of adequate ICT-supported facilities. Likewise, in countries like Pakistan, where schools, according to Ismail et al (2020) and Jogezai et al (2018), exist with insufficient ICT infrastructure and incapable teachers, SM is phenomenal for online learning. It becomes imperative to positively shape teachers' attitudes of SM use in online learning into practical application through supportive policies to overcome students' deprivation from learning amid the COVID-19 pandemic and similar future crises.…”

“…Its capability of developing social interaction and enabling teachers to devise curriculum objectives and students' needs, as suggested by Hajli et al (2013), makes SM use in online learning very much relevant and timely. However, its use could be better investigated by knowing teachers' attitudes and concerns (Jogezai et al, 2018). Because, as Beemt et al (2019) posit, it is often the attention to teachers' responses and attitudes that could make social media integral to teaching and learning.…”

From Perspective to Practice: Gauging the Awareness and Integration Level of ICT in Teaching Process at Secondary Level in District Shaheed Benazirabad, Pakistan

“…These results support the results of Khan and Islam (2015); Shakir, Akhtar & Khan (2016), that the majority of school teachers do not use ICTs. According to Jogezai, Ismail & Baloch (2018), reasons for the low level of awareness of ICTs among teachers include possibilities of increasing workload, informational concerns, low knowledge of potential benefits associated with the integration of ICTs, management of time and resources.…”

“…ICT integration as a viable initiative for improving the overall quality of education in the country. The integration of ICTs in teaching and learning process can improve the overall quality of education in Pakistan (Jogezai, Ismail & Baloch, 2018) Teachers and students are key players in the integration of ICTs in teaching and learning processes. According to Hismanoglu (2012), pieces of training are remarkable in ICT integration.…”