Mapping out the ICT integration terrain in the school context: identifying the challenges in an innovative project

Abstract

This article discusses the research findings from the start-up phase of an innovative information and communication technology (ICT) project focused on ICT integration as a complex process involving many factors such as leadership, school readiness and organisational culture. Known locally as Hermes, the project's core objective was to provide an improved and 'trouble-free' ICT infrastructure for schools using thin client technology and a wireless broadband network, which would be managed centrally rather than locally. It was anticipated that this solution would help remove the barriers associated with ICT integration caused by technical issues. Based on an in-depth study of innovation adoption in eight schools involving a survey (n0119 teachers) and interviews (n060 teachers), the study portrays a picture of the ICT integration patterns prior to and during the Hermes intervention in terms of schools' ICT readiness, leadership and vision. This small scale study can help us understand first-and second-order barriers to ICT integration in schools. In particular, this study informs us about the ecology of schools and ICT-based innovation, innovation scalability and contributes to a critical study of educational technology via a context-rich account of how educational technology is actually being mediated, rather than an idealised account of how technology could be used.

“I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19

“…In education, ICT integration involves many interrelated factors such as curriculum, teacher characteristics, training and development, infrastructure, organisational factors like school leadership, school culture and supportive framework (Judge, 2013 ). ICT integration concerns with the application of technology to aid student learn traditional academic subjects (Grabe & Grabe, 2007 ).…”

Digital Agency: Empowering Equity in and through Education

“…Of equal concern is the fact that gaps were found in users' skills levels when using basic programs such as word processing, spreadsheets and everyday online tools. There is strong evidence that continued lack of digital confidence is a key barrier to teachers' engagement with ICT in schools (Pelgrum 2001;Berner 2003;Judge 2013;McLeod and Carabott 2016), which given the pace of technological change and the current focus on curriculum reform to better prepare students for science, technology, engineering and mathematics (STEM) and 'hi-tech' jobs, is concerning.…”

Factors Associated with the Challenges in Teaching Mathematics Online During COVID-19 Pandemic

“…As a result, the learning environment and learning resources were rated as the most difficult to control the class which creates an inequity in education (Adarkwah, 2021;Barrot et al, 2021). Judge (2013) pointed out that our curriculum, teacher characteristics, training and development, infrastructure, and supportive framework are interrelated factors to integrate with ICT an instructional practice. The ability to utilize ICT in all aspects of life is on an incremental level (Asian Development Bank & Australian Agency for International Development, 2014), thus colleges must be up to date on the responsibility of preparing potential professionals to meet issues and deliver solutions (Bond et al, 2018).…”