Stumbling Blocks and Barriers to the Use of ICT in Schools: A Case Study of a Hungarian Town

Abstract

Most countries attempt to catch up with technological progress and digitise their educational environment, but still there are few teachers that integrate ICT in education adequately. Several factors may hinder this process, whose exploration is important because only after learning about these barriers can efficient counteractions be taken.One of the goals of our surveys in 2009, 2013 and 2016 realised through own-produced, online questionnaires was to disclose the disadvantages of using ICT in school from the perspective of teachers and what these teachers needed to ensure progress, that is, a more frequent and more efficient use of ICT.According to the altogether 1260 respondents, besides a basic lack of devices, Debrecen teachers' use of the new technologies is increasingly hindered by their fear of an attention gap exhibited by students and the related problems. This acts as a kind of cognitive barrier to using the technologies, even though teachers regard these new solutions with less and less animosity.

Digital transformation in school management: the legacy that strategic actions in the 2020s leave for future pandemics

“…The lack of confidence about the flow of information, clear answers about the disease, the volatility of the economy, among other issues, has left many education professionals with negative psychological impacts (Flores & Gago, 2020;Dwivedi et al, 2020). A timid advance toward greater familiarity with digital technologies for education has been noticeable (Buda, 2020;Costa et al, 2021). In addition to technical skills, it is worth noting the teachers' efforts to become familiar with the techniques of communication, innovation, collaboration, flexibility, and planning to deal with new technological models (Hall et al, 2020).…”

Echoing the effect of information and communications technology on rural education development

“…It will, for example, offer a justification, a collection of priorities, and a roadmap on how education systems can improve due to the implementation of ICT, as well as how pupils, teachers, parents, and the general public can benefit from its use in schools. According to [35], educational policymakers should rely more on measures that enable teachers to integrate ICT more effectively. Authors of [36] emphasize that successful ICT implementation occurs when a school develops ICT implementation strategies and its teachers «share the values expressed within a school policy and understand their implications».…”

“…Meanwhile, not only is absence of/or ineffective training a chal lenge but also the shortage of qualified teachers who are able to use the technology with confidence [44]. Thus, inadequate teacher training was a hindrance in teachers' usage of ICT in their classrooms [35]. Some teachers find it difficult to make use of general soft ware applications such as Microsoft Excel and Word.…”

“…Author of [45] suggests the need for teachers not only to be computer literate but also develop skills adequate for the incorporation of computer use in teaching and learning programmes. Author of [35] concluded that insufficient or ineffective training results in teachers not being adequately trained or confident enough to carry out complete ICT integration in the classroom.…”

Prospective teachers' perceptions of didactic obstacles in the online mathematics learning

“…Online learning is not easy without adequate preparation (Kibici & Sarıkaya, 2021). Even though technology has been designed as well as possible, it turns out that there are still didactic obstacles that arise in online learning (Buda, 2020). The results of previous studies have revealed didactic obstacles in online learning based on teacher and student perceptions.…”