Barriers to Implementation of Information and Communication (ICT) in Public Sudanese Secondary Schools: Teacher’s Prospective

Abstract

This study examines the current situation of ICT implementation at five public secondary schools in Sudan. The study adopted the quantitative method where a sample of five secondary schools was selected. A total of 40 secondary school teachers responded to the designed questionnaire. By using Statistic Package of Social Science (SPSS), the data was analyzed. The findings indicate that the ICT implementation at the five secondary schools was poorly achieved, and school teachers still have not acquired the necessary skills of ICT that enable them to implement ICT in classrooms. Further, the lack financial support, insufficient existence of computer labs, low internet connectivity, inadequate technical support and lack of time were main barriers that prevent the implementation of ICT in schools.

Teachers’ Skills and ICT Integration in Technical and Vocational Education and Training TVET: A Case of Khartoum State-Sudan

“…This indicates that, when it comes to the word processing skills among the TVET teachers of Sudan, they can only use basic word functions professionally and some were not. This can be attributed to the inadequate ICT resources and opportunities to practice or using a computer in their daily work (Elemam, 2016). The findings, therefore, support a couple of findings from some studies (Gray & Souter, 2003;Tella et al, 2007).…”

“…Perhaps these refer to the case of many barriers such as lack of computer devices (Tairab et al, 2016) and core teachers who teach this subject as it was reported by the previous studies (A. Ahmed, 2015;Elemam, 2016). From this point of view, when TVET is equipped with adequate laboratories and professional teachers for computer science, the teachers have a chance to get some experiences of using computer whether from their colleagues or students with regards to their students' learning of computer science.…”

“…On the other hand, with respect to skills involving the use of spreadsheets and databases, the study demonstrated that using Excel tools was the key skill among TVET teachers which corresponds with (Elemam, 2016) study conducted in academy secondary schools intended to examine the barriers that hinders the implementation of ICT at five secondary schools in Khartoum State. Although (Elemam, 2016)study found that basic skills in spreadsheet usage were not quite enough for the use of Excel, the researcher, however, added that this study indicated that teachers were not familiar with the execution of Excel software in their daily works.…”

“…Meeting the needs of economic development in developing country like Sudan, who struggles with the late progression in ICT integration in teaching and learning process due to weaknesses of its implementation efforts, school infrastructure (multimedia, digital learning materials), not having enough qualified teachers and in the absence of educational ICT policies or vision (H. Ahmed, 2010;Elemam, 2016;Tairab et al, 2016). Although, studies in this field recently looked at how ICTs skills in the 21st century should be integrated into educational processes and the characteristics of teachers and learner based on; teaching competences (Guzman & Nussbaum, 2009), teacher development of TPACK (Chai, Koh, & Tsai, 2010), teachers and learners skills based on this era (Göksün & Kurt, 2017).…”

Analyzing ICT Policy in K-12 Education in Sudan (1990-2016)

“…Ahmed, 2015;A. A. Alamin & shaoqing, 2014;Elemam, 2016;Elsunni, 2014;Tairab et al, 2016). Documentation of educational information in all areas; regarding this goal FMGE could launch some strategic or mechanism for the school in the countryside to make the integrated database.…”