EDRS 5220(Dissertation Final)

8/11/2019 EDRS 5220(Dissertation Final)

http://slidepdf.com/reader/full/edrs-5220dissertation-final 1/16

Running head: BARRIERS AFFECTING ICT IN THE CLASSROOM 1

COURSE CODE: EDRS 5220

DISSERTATION TOPIC: Barriers Affecting the Effective Integration of ICT in the Classroom

SUPERVISOR: Prof. Christopher Fowler

NAME: Anderson Nanan

ID: 98711109

PROGRAMME: Post-Graduate Diploma in Education

NO. OF PAGES: 16

WORD COUNT: 3,023



BARRIERS AFFECTING ICT IN THE CLASSROOM 2

Barriers Affecting the Effective Integration of ICT in the Classroom

1.0 INTRODUCTION

Information and Communication Technology (ICT) has been defined as a diverse set of

technological tools (hardware and software), resources to communicate and to create,

disseminate, store and manage information (Blurton, 2002). In today‟s society ICT plays an

important role in the growth and development of any organization, business or nation,

particularly when it comes to global competitiveness. Many researchers indicated that ICT will

be an important part of education and will continue to be for generations to come (Bransford,

Brown, & Cocking, 2000). As technology continues to rapidly evolve, so too must our pedagogy.

The need to integrate technology into the classroom is important if we want to capture the

attention of the millennial. Although there are global, regional and local policies that outline the

integration of ICT where there exist international quality assured standards, it did not constitute

an absolute prescription, with sufficient scope for adaption at the local level. However, some of

the key barriers identified against the proper integration of ICT in education include political

buy-in, teacher level barriers, school level barriers, management issues, lack of consultation,

school leadership, the curriculum, technical support and technological issues, mentioned at the

United Nations Educational, Scientific and Cultural Organization (UNESCO), ICT leadership

forum in 2012. Through the review of the literature, the purpose of this paper is to identify the

barriers to the integration of ICT in the classroom, if they are relevant to the Trinidad and

Tobago (T&T) context and to suggest recommendations as to how those barriers can be

overcome.




2.0 THE IMPORTANCE OF INTEGRATING ICT INTO THE CURRICULUM

In Severin and Capota (2011) report, One-to-One Laptop Programs in Latin America and the

Caribbean Panorama and Perspectives which was done for the Inter-American Development

Bank (IDB) in 2011, they proceeded to identify twenty six participants‟ countries ranging from

Latin America, the Caribbean, North America, and several other countries across the globe who

engaged in an initiative to create a systematic approach to the improvement of quality education.

This enhancement of the education system was proposed to be done by integrating technology

into the teaching and learning environment through a mass distribution of laptops to the form 1

student body of the prior named countries of which T&T was a member, under the one to one

initiative.

The rationale for the one to one initiative describes having three deliverables that the IDB hope

to achieve for each participant county. The first deliverable speaks to the current and future

preparation of technologically enriched jobs so that students would be better prepared to enter

the technologically saturated workplace and thus maintain a high level of economic

competitiveness amongst their global counterparts. Further, the second deliverable looks towards

narrowing the social and digital divide through greater use of technology. As such, students with

government laptops would better able to share with their families their knowledge of the existing

technology, which in essence would increase the educational competencies of the individuals in

the household. Such an initiative would therefore be extremely beneficial where households are

afflicted by poverty. Finally, the third deliverable, which refers to the access of laptops both

within the school and the home, would aid in the shift in the pedagogy paradigm from being a

teacher centred, to that of a student centred learning environment.




Furthermore, the Ministry of Education (MOE) of T&T which implemented the eConnect and

Learn (eCAL) policy as a part of the government‟s seven interconnected developmental pillars

for sustainable development added a fourth deliverable called people centred development. This

prior named dimension highlights the fact that the current government of T&T is looking

towards aligning its policies with international standards outlined by institutions such as

Commonwealth of Learning (COL), UNESCO, and the IDB, en route for the effective

integration of ICT within the teaching and student learning environment.

The literature has produced many burning issues with respect to the education of the future

generations, in that the impact of ICT on schools both internationally and within the Caribbean

region continues to be a resolutely disappointing one (Bryson and Castell, 1994). It has been

argued that the traditional chalk and talk teaching methods would not prepare a student for the

world of work in the twenty first century, nor would it allow them to be efficiently prepared to

function as effectively in the modern workplace (Yelland, 2001). There are many negative

contributors that affect the integration of ICT into the classroom. We the educators must look

towards the end of the rainbow where the pot of gold exists, where those in the positions of

power will harness the global policies used in the wide world and tailor them to suit the needs of

the individual country, in terms of what policies must be achieved for ICT integration.

Given the above statement, in order to overcome the barriers educators must first acknowledge

the potential of ICT to innovate, accelerate, improve the skills, motivate and engage students to

become better citizens who create an economic society which is feasible for the future labour

force, while strengthening the evolving pedagogy towards student centred learning (Davis and

Tearl, 1999). Quality education through ICT can only be achieved through nationwide buy-in

where all stakeholders tend to benefit intrinsically and extrinsically.




3.0 BARRIERS

The process of implementing ICT into the classroom is one of change and there are many

barriers to change. A barrier in this context usually alludes to any condition which makes it

difficult for the student to develop his or her academic objectives. By understanding the barriers,

it is implied that their removal would act as an aid towards the achievement of effective

integration of ICT into the education system. Ertmer (1999), a professor in learning design and

technology, echoed this sentiment in stating that by providing “teachers with knowledge of

barriers, as well as effective strategies to overcome them, it is expected that they will be prepared

to both initiate and sustain effective technology integration practices” .

3.1

BARRIERS IN POLICIES & POLITICS

International education policy creators, such as the IDB, UNESCO and COL who at

times mandate nations to adopt policies to enhance education, are frequently clouded

by the short term political goals or by pressure from technology vendors (IDB, 2011);

as a result the policy fails to include any of the previous administrations efforts

towards developing the nation. This lack of continuity and political buy-in changes

the curriculum and hinders the holistic growth of the nation socially, economically

and educationally. One such example is that of the Secondary Education

Modernisation Programme (SEMP) that has now been set aside to facilitate the eCAL

(2010) initiative. This change in policy came with a change of management which

created a rift in the implementation of the ICT infrastructure needed in classrooms.

The SEMP Draft Policy for ICT in Education (2005) provided a comprehensive

framework where all stakeholders were integrated into the process of developing ICT




within the classroom. Taking into consideration the two ICT policies (eCAL and

SEMP), the greatest barrier is the change of management and ideologies which would

inadvertently change the curriculum goals under each political regime.

Politicians fight for votes, but how many fight for the national development? An

agreement must be made whereby once there are measurable significant positive

impacts on the implementation of educational policies forthcoming governments must

follow through based on recorded success.

3.2 CURRICULUM BARRIER

The policies of global organisations set out a clear framework as to what must be

done in order to achieve a 21st century education, skills and abilities (IDB, 2011).

These policies do not give a clear indication of how to address any of the barriers that

may be encountered. If policies are unclear or are frequently changed, then the

curriculum will be ambiguous as both differ for each governing political faction.

Addressing the barriers would aid in a more effective implementation process of ICT

into the classroom.

These objectives of global and local policies in ICT integration are achievable if the

curriculum is properly articulated. Educational theorist Cuban(1995) suggests that

there are four different curricula in use in our schools: the official curriculum that is

determined by the MOE; the taught curriculum where teachers teach content; learned

curriculum where students learn attributes through behaviourism and the tested

curriculum through which students are being prepared to write examinations. As

indicated by Tondeur, Van Braak and Valcke (2007) the absence of proper policies,




plans and framework for ICT into the curriculum creates ambiguity amongst the

school, teachers and school leadership. The MOE through its eCAL programme

covers the official curriculum such that it may reflect an economic and social

rationale. But this ambiguity when infusing the taught curriculum may become

apparent.

Teachers are aware that they need to use ICT within the classroom when delivering

content but avenues to do so are limited due to barriers in resources and training. As

such the taught curriculum creates an illusion where informal policy expectations of

ICT use cannot guarantee the expected achievements. This further affects the learned

curriculum where ICT should be the catalyst for self-directed and discovery learning

is hindered due to the underutilized ICT tools by both teachers and students. It could

then be logically deduced that the tested curriculum may be negatively affected. We

can then infer that if the curriculum is not clear it becomes a barrier to be addressed.

Although the official curriculum does encourage the use of ICT, it has not become

prominently evident in many institutions in T&T. To overcome such a barrier, the

researcher is of the opinion that the integration of ICT should be dealt with at an

individual school level. The curriculum, while maintaining the local and global

objectives, must suit the particular students, teachers, schools leadership and the

availability of financial and other resources of the particular institution. At the

individual school level teachers‟ skills and competence can be assessed and

developed hence improving teacher confidence and eliminating any phobia in

available technology while incorporating the other forms of the curriculum.




3.3 TEACHER BARRIERS

When computers were introduced into schools there was a predominant

misconception that students would now be taught by computers (Mevarech & Light,

1992). However, this is a misleading notion, because there must be a human\social

interaction between student and teacher, because a lack thereof according to Collis

(1989, p67) paints, “a rather grim image where a child sits alone with his computer ”.

If teachers are to introduce ICT into their classroom preparation needs to take place.

Part of the preparation involves the teacher being competent in integrating ICT into

pedagogical practice (Becta, 2004). Technology competence is defined as “being able

to handle a wide range of varying computer applications for various purposes” (Van

Braak, 2004, p.300). Many teachers bemoan the fact that they would need to acquire

complementary skills to integrate their lessons that may have already been planned

and previously executed. Cox et al, (1999) argued that computer phobic educators

elude integration of any form of ICT into their teachings. These phobias vary from

psychological, sociological and operational factors. Indicators to some of the

psychological phobias are apparent when educators work in fear of damaging the

computer, have minimal to no control of technology use when trying to conduct

teaching activities and experience a feeling of low self-esteem. Beggs (2000) asserted

that educators “fear of failure” cause the lack of confidence.

However, when an educator is working individually, and is not as computer literate,

he may become fearful of losing his job to a computer; this is known as the symptoms

of the sociological phobia. Operational phobias exist where educators are unfamiliar




with ICT colloquialism, or they think technology is too advanced and their using it

will mean a greater likeliness of it going wrong. The factors mentioned are the core

reasons for the teachers‟ lack of confidence and competence. It can be surmised that

teachers need to be equipped with basic skills to improve their confidence when using

computers (Maddin, 1997). Another prominent researcher Schiller (2003), highlights

the link between on-site technical support and staff development, whereby the support

can assist educators who wish to learn and develop new technology skills.

3.4 RESOURCE BARRIERS

Teachers within my institution frequently request use of ICT but the lack of resources

frustrates their efforts in attempting to become technically competent and to improve

pedagogy and this inadvertently affects the student. This is further escalated by the

thirty years old institution in dire need for electrical and physical upgrade. Although

recent policy may indicate that there is a need for integrating computers and

multimedia in the classroom, there wasn‟t any mention of facility upgrades. Students‟

laptops through the eCAL programme with the necessary software make learning fun

and interesting, yet teachers are unaware of the resources and have no access to this

laptop, but it is expected that ICT integration will take place.

Lack of resources including the internet, exacerbates the teachers‟ barriers because of

the diversity which exists. Teachers need to have the tools to become prepared for the

millennial students. Many of my colleagues are competent in their content area but

are limited in the utilisation of ICT. Developing this competence is not an overnight

process and requires resources and training specifically when infusing content and




ICT. With available resources and training my colleagues indicate that with time their

social, psychological and operational phobias would be diminished while motivating

them intrinsically towards new pedagogical approaches which in turn could motivate

students through engaging activities that are technology driven.

Technical support in schools is another resource that needs to be addressed. MOE

implements technology whether or not schools or teachers are prepared, but the

routine maintenance of equipment appears to have minimal priority. Equipment

failure is inevitable, yet having proper technical in-house support in schools remains a

barrier. Technicians are necessary for a functioning school since they act as the

immediate consultants specifically in bridging the digital divide with the teacher and

classroom environment while using their expertise to locate any technological

resource required.

Moreover, the barriers encountered due to the lack of resources can be remedied by

having the in-house technical support via the ICT technicians, hired and trained by

the MOE to assist in the prescription of skills development programmes for teachers,

reporting to ministry any physical infrastructure problems that need to be addressed

for effective ICT integration of hardware and its environment and requesting of

additional equipment to suit the needs of the institution. Funding for resources is an

issue that is critical; procurement and maintenance of technology carry a high cost.

An in-house ICT technician can also serve to managing equipment and ensuring the

best possible decision is made in utilization of MOE funds.




3.5 SCHOOLS LEADERSHIP

The leaders of any organization are the ones responsible for its strategic growth,

development and implementation of curriculum and policies. Effective ICT

integration lies in the hands of these schools‟ leaders since they are the ones that are

responsible for ensuring the curriculum is delivered and the resources are made

available. As discussed earlier the phobia that are faced by teachers also affect those

in administration. Failure to understand the need to bridge the digital divide could

only hold an institution back. Administrators need to properly articulate the

curriculum that would “evolve and nurture an ICT framework designed to enhance,

broaden, strengthen and transform learning to develop the learner into a person who is

excellence-driven, global in perspective, innovative, ingenious, creative, and prepared

to participate fully in the global economy of the 21st Century”

1. In order to bring this

into effect, these leaders must have budgeted funds allocated towards teacher and

staff buy-in skills development programmes and ICT committees that would assist in

growth and monitoring ICT use and needs, while the teaching staff develops a

competency in ICT.

3.6 STUDENT BARRIERS

Students given the gift of laptops by the current political administration, while its

intended use is for academic enhancement, it is also used as a personal entertainment

centre for music, games, social networking and even illegal activity such as the

downloading of pornographic material. It must be noted that while the responsible use

1 Trinidad and Tobago. Ministry of Education. (2010). eConnect and Learn Programme Policy. Port of Spain,

Trinidad: Ministry of Education.




of the laptop falls on the student, they are also influenced by their communities in

which they the student has been brought up into, as some of which may be filled with

crime and violence. These situations will put the student at risk and a safety issue

must now be considered: safety in keeping, using and transporting the laptop. Such a

safety risk could create social and psychological phobia for the child. All these social

factors, together with the high rate of repair and replacement of these delicate

machines appear to be of insignificant importance, due to the blatant lack of care and

appreciation on the part of the student. This demonstrates that maintenance training

has not been passed onto the students, and lack of monitoring by parents who

accepted responsibility for the laptops on behalf of their child. This simply

demonstrates an obscured view of the initial intent of the laptop.

4.0 CONCLUSION:

There are many barriers that affect the effective integration of ICT into the classroom

environment which range from policy development to student appreciation. Policies specifically

at the national level need to be free from selfish political agendas where national development is

top priority if we are to gain global competitiveness. School administration must ensure that its

environment is well maintained where facilities could handle future technological upgrades.

Keeping teachers motivated through available resources, training and technical expertise while

providing the time for them to develop the technical skill competences will only bring forth fruit

in quality education and motivated students. Education ministries must therefore be cognisant of

the need to have in-house technicians in schools to maintain and expand networks as well as

provide the technical consultations in bridging the digital divide. Students are the key




stakeholders and must learn to be appreciative of all the efforts by global, regional, national and

community stakeholders. It is therefore apparent that overcoming the barriers would lead to

effective ICT integration and produce quality education for millennial in the 21st century.




References

Beggs,T.A. (2000). Influences and barriers to the adoption of instructional technology. In

Proceedings of the mid-south instructional technology conference. Retrieved April, 20,

2008, from http://www.mtsu.edu/%7Eitconf/proceed00/beggs/beggs.html

Blurton, C. (2002). New Directions of ICT-Use in Education. UNESCO's World Communication

and Information Report1999. Retrieved from

http://www.unesco.org/education/educprog/lwf/dl/edict.pdf

Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, experience, and

school . Washington, DC: National Academic Press.

British Educational Communications and Technology Agency (Becta), (2004). A review of the

research literature on barriers to uptake of ICT by teachers. Retrieved August 13, 2008,

from http://www.becta.org.uk

Bryson, M. and de Castell, S. (1994). Telling tales out of school: modernist, critical and

postmodern „„true stories‟‟about educational computing. Journal of Educational

Computing Research, 10(3), 199 – 221.

Collis, B. (1989). Using information technology to create new educational situations. Higher

Education Policy, 2(4), 67. Retrieved from http://doc.utwente.nl/26506/1/7984.pdf

http://www.mtsu.edu/~itconf/proceed00/beggs/beggs.html







Cox, K, Cox, M.J, and Preston, C. (1999). What Motivates Teachers to Use ICT? Paper

presented at the British Educational Research Association Annual Conference, University

of Sussex at Brighton, September 2-5.

Cuban, L. (1995). The Hidden Variable: How Organizations Influence Teacher Responses to

Secondary Science Curriculum Reform. Theory Into Practice, 34 (1), 4-11.

Trinidad and Tobago. Ministry of Education. (2010). eConnect and Learn (eCAL)Programme

Policy. Port of Spain, Trinidad: Ministry of Education

Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for

technology integration. Educational Technology Research and Development, 47 (4), p.

47-61.Z

Maddin E (1997). The real learning begins back in the classroom: on-the-job training and

support for teachers using technology. Education technology. September- October, 56-59

Mevarech,A.R., & Light, P.H. (1992). Peer-based interaction at the computer: Looking

backward, looking forward. Learning and Instruction,2(1), 275-280.

Schiller J (2003). Working with ICT: Perceptions of Australian principals. Journal of Education

Administration 41(3) ,171-185.




Trinidad and Tobago. Ministry of Education. (2005). Policy for Information and

Communications Technology – Pol. No.01. Port of Spain, Trinidad: Ministry of Education

SEMP Draft Policy for ICT in Education (2005).

Severin.E and Capota.C, (2011). „One-to-One Laptop Programs in Latin America and the

Caribbean, Panorama and Perspectives‟ IDB (Inter-American Development Bank) 2011,

No. IDB-TN-261.

Tondeur,J., Van Braak,J & Valcke, M. (2007) Curricula and the use of ICT in education:Two

worlds apart? British Journal of Educational Technology Vol 38 No 6 2007 962 – 976

doi:10.1111/j.1467-8535.2006.00680.x.

UNESCO ICT CFT Jan 2012: „Teachers’ Creativity and Innovation: a Key to Success in the

Caribbean‟, and explored how the UNESCO ICT Competency Framework for Teachers

(CFT) has enhanced ICT integration into teaching and learning

http://www.ictf2012.org/docs/ICT%20Forum%20Report.pdf.

Van-Braak, J. P. (2004). Domains and determinants of university students' self-perceived

computer competence. Computers & Education, 43, 299 – 312.

http://dx.doi.org/10.1016/j.compedu.2003.09.006.

Yelland, N. (2001). Teaching and learning with information and communication

technologies(ICT) for numeracy in the early childhood and primary years of schooling.

Australia: Department of Education, Training and Youth Affairs.

http://www.ictf2012.org/docs/ICT%20Forum%20Report.pdf

http://dx.doi.org/10.1016/j.compedu.2003.09.006

http://dx.doi.org/10.1016/j.compedu.2003.09.006

http://www.ictf2012.org/docs/ICT%20Forum%20Report.pdf

EDRS 5220(Dissertation Final)

Documents

Transcript of EDRS 5220(Dissertation Final)