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Kultur Dokumente
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However, Malaysia and most developing countries there are many challenges
in bringing ICTs into the education process in general. Anderson (2015) and
Hennessy & Onguko have identified a range of physical and cultural factors that
affect ICT use by teachers such as resources, teachers attitude, lack of time and
many more. With all this barriers and challenges government couldnt achieve
educational goal.
Lack of resources can be further divided into five separate categories, which
are also identified as barriers to ICT use by the literature. In a worldwide study of the
obstacles to the integration of ICT in education, Pelgrum (2011) found that the most
frequently mentioned problem when teachers were asked about obstacles to their
use of ICT was the insufficient of appropriate hardware. Other than that, poor
organizations of resources also tend to be a problem. Computer must be in a every
teaching room such as class rooms, science lab, library and so on. If the computer
lab have only 2 computers and the pupils are 20 and above, how the teachers could
teach the properly.
Another factor which may cloud the issue when considering schools ICT
classes is that of the quality of the hardware available. Educational Suppliers
Association (BESA, 2002), the average UK school in 2000 reported that a third of its
desktop computer stock was ineffective for teaching the curriculum. Teachers are
less enthusiastic about using ICT where the equipment available is old and
unreliable (Preston et al., 2000). Teachers also complain that most of the resources
at schools are out of date and also that hardware became obsolete very quickly.
Another thing is, many students had more up to date equipment at home, and that
this caused further difficulties for teachers trying to use the older technology at
school.
Inappropriate software is also identified as a barrier in using ICT. Guha
(2000) who found that poorly designed software, and a lack of time for teachers to
design their own software, often cause teachers to give up and choose not to make
use of ICT. Teachers also complained that some software is inappropriate and
covers too many areas rather than building on small skills first. Rather than that,
teachers must have their own personal access to ICT, to allow them to plan and
prepare lessons. One of the factors which contribute to the degree of a teachers
confidence in using ICT in school is the amount of personal access to ICT that the
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teacher has( Ross, 1999). Those teachers who made little or no personal use of ICT
had a low level of confidence in using it in their lessons. Meanwhile, teachers who
use ICT regularly are confident in using it and have a positive attitude towards it.
(PriceWaterhouseCoopers, 2001) highlights the importance of teachers having
access to ICT at home, to allow them to make use of the technology in their own
work.
Other than that, major barrier that occurred in school is lack of time. Fabry
and Higgs (2007) point out that learning new skills in any profession requires time,
but teachers have little time left after spending most of their day teaching, and with
other commitments such as dealing with parents and attending staff meetings.
Teachers are very concerned about the lack of time for technology; they feel that
they need more time to learn basics computer knowledge, plan how to integrate
technology into their lessons, and using technology in the classroom. Teachers need
time to experiment with the technology, share their experiences with colleagues, and
attend technology related in-service training programmes. Moreover, teachers
explained that they would need hours to preview web sites, prepare multimedia
materials for lessons, and to undertake training.
The lacks of technical support for teachers are other factors hindering their
use of ICT. Most of the school administrators never offer any technical support to the
teachers. When occurred computer breakdown, there must be technicians to repair
or maintain the computers. If nobody there to repair the computer, it will lead the
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teacher to not use the computer anymore. Cuban (2009) supports this point by
stating out that in the schools that cannot afford technicians, there are often,
software glitches and servers that crash, torpedoing lessons again and again. Once
the breakdowns do occur, a lack of technical support may cause that the equipment
remains out of use for a longer period of time. In government school if a projector
burn out, it will take few years to get the replacement.
Besides that, the age of teachers was a factor which created barriers to the
use of ICT. Older teachers are less likely to engage with the technology, simply due
to their advanced age. This statements supported by , (European Commission,
2002) that age is a factor contributing to the use of computers and the internet,
showing that the percentages of teachers using computers falls as their age
increases. Other than that, teachers gender and their usage levels of ICT also
become a factor in ICT barrier. The (European Commission, 2003) notes that gender
is an issue which determines the use of ICT by teachers, stating that 77% of male
teachers use a computer off-line, compared with 66% of female teachers, and points
out that the gap is wider when looking at the use of the internet; 56% of male
teachers compared with 38% of females. Bradley and Russell (2007) also reported a
correlation between gender and levels of computer anxiety, with females reporting a
greater degree of anxiety than males.
There are two types of barrier, which is external barrier and internal
barrier. External barrier known as first order barrier such as limited resources or lack
of technical support. and the internal, or second-order barriers, which include
teachers attitudes to ICT such as lack of confidence ,resistance to change &
negative attitudes . There are complex inter-relations between these two levels, and
between the barriers within those levels. Ertmer (2009) suggests that teachers attach
levels of importance to first-order barriers which in turn affect their own second-order
barriers. The issue of low uptake of ICT by teachers can only be addressed when the
second order barriers are tackled.
At first, we may look at sector specific and subject specific barriers. This
could then lead to identifying the ICT enablers those factors which motivate
teachers into fully engaging with ICT in their work. Such work could be targeted at
key areas of education where levels of ICT use need to be improved. For example,
looking at the factors restricting the use of ICT in teaching primary music, and how
these might be overcome. Second is, research the barriers and enablers specific to
individual technologies, such as the internet, interactive whiteboards, or digital video.
Such work could lead to developing targeted advice on increasing the use of these
technologies in the classroom. Finnaly, we may Investigating some of the barriers in
more detail to understand how they group together, and the specific actions that may
be taken to overcome the main ICT barriers. This could then lead to the trialling of
possible interventions that might help to increase ICT use in schools.
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leaders and teachers of the four case study schools. These strategies included:
helpers. They were the ones to solve simple hardware or software problems
ICT resources and lesson plans. By working together and sharing ICT-
School leaders, for example, were willing to upgrade every single computer
when they heard about the frustrations felt by teachers who had to work on
MOE to schools in the use of ICT funds, school leaders could better cater to
the needs and teachers in their schools. This might include the upgrading
The creation of a shared ICT vision and integration plan gave school
leaders and teachers a vehicle for coherent communication about how ICT
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could be effectively used. The vision and plan offered teachers a place to
start, a goal to attain, and a guide along the way. In addition, schemes like
novice, helped new teachers to integrate ICT into their lessons meaningfully.
Students should be given training not just to become ICT helpers in the
Cennamo, Ertmer, and Johnson (2000) found in their research that training students
to serve as ICT experts might actually aid integration of ICT into the classroom
setting. These students not just helped to solve any technical problems, but to
motivate their teachers in using ICT. Hruskocy and colleagues (2000) discovered
that teachers became more curious about their students expanding computer skills
and enthusiasm. In the end, teachers began to harness upon their students
expertise to improve their own computer skills. Students skills were transferred to
the classroom, and teachers became more motivated to learn to use technology and
Under the Singapore first Masterplan for ICT in education, all the four case
study schools were given the necessary software that would support an ICT
purchase educational software (e.g. CD-ROM courseware) annually. The four case
teachers have very little time to browse and preview the abundant educational
software bought by the schools. As a result, there were teachers who were unaware
of the presence of these ICT resources and how they could be used in the lessons.
One of the ways to overcome this problem is to get someone {e.g. a teacher or the
technology coordinator (Strudler, 1995)} to browse through the software and highlight
the usefulness and relevance of the software to the rest of the teachers.
teachers will know what are available to them in order to plan and create meaningful
ICT-mediated lessons.
mechanism to provide incentive to teachers to use ICT. Teachers are more likely to
meeting the objectives of the curriculum and completing the syllabus. Students
the time. These will necessitate changes in the role of teachers and students in the
Community of Practice
Over the last decade, the concept of community of practice has been gaining
share a common set of core values and knowledge that is grounded on common
practices (Wenger, McDermott & Snyder, 2002). To manage most of the second-
among schools may be the most ideal in the long run. Participation in the community
common vision and beliefs among teachers. Although the potential of a community
of practice for managing ICT integration barriers are great, building such a
All the aforementioned strategies can help to manage the first- and second-
order barriers to ICT integration in the school curricula. With such barriers out of the
way, teachers are then more likely to employ ICT meaningfully into their lessons.
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