Digital Inclusion to Support Diverse Academic Needs of Learners: Investigating Leadership Preparedness and Challenges in Implementing ICT in Teaching Slow Learners in the Extended Stream of State Secondary Schools in Mauritius

Abstract

Plethora of researches have claimed the effectiveness of ICT as a support learning tool alongside traditional teaching approaches to help optimise learning gains of slow learners. With the emergence of the extended stream section in state secondary schools in Mauritius some years back, in view of an inclusive education, it is important to ensure that ICT is well embedded to capitalise on learning through the use of ICT with slow learners in the extended stream. The purpose of this case study is to: investigate how the leadership factor of a school affects the use of ICT in that stream; and to identify the challenges involved in using ICT in teaching extended stream students. A qualitative approach was used and data was collected through semi-structured interviews with six rectors of state secondary schools. Data was transcribed and processed using content analysis that located patterns in interview responses to build logical sequences of information. Analysis results were reinforced by additional data gathered from interviews with teachers of the extended stream as a means of triangulation. Results identified teacher-related and system-related barriers but also highlighted the importance of a school leader with tailored technology vision and plan that can curb the barriers identified.