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Difficulties Faced by Teachers in Using ICT in Tea
Medical Technology (BSMT1)
Emilio Aguinaldo College
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Difficulties Faced by Teachers in Using ICT in Teaching-Learning at Technical
and Higher Educational Institutions of Uganda
Article · October 2012
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Difficulties Faced by Teachers in Using ICT in Teaching-Learning at Technical
and Higher Educational Institutions of Uganda
Taban Habibu 1 Md. Abdullah-Al-Mamun 2 CheKum Clement 3
1,2,3Islamic University of Technology, Department of TVE, Dhaka, Bangladesh
Abstract
A study aimed at finding out the difficulties faced by teachers in using Information and Communication Technology (ICT) in classroom teaching-learning in technical and higher educational institutions in Uganda. The use of ICT in the classroom is very important in providing opportunities for students to learn to operate in an information age. Studying the obstacles to the use of ICT in educational institutions may assist educators to overcome these barriers and become successful technology adopters in the future. 55% of a sample of 150 teachers and 57% of a sample of administrators participated in the study. Chi square test and weighted average using Statistical Package for Social Science (SPSS) software were used to analyze and interpret the data. The findings of this study reveal that teachers had a strong desire to integrate ICT into teaching-learning process even though with difficulties. The major barriers were lack of genuine software, inadequate computer in the classroom, low speed internet, lack of motivation from both teacher and student side to use ICT, lack of proper training skills, unavailability of latest ICT equipment, lack of expert technical staff, poor administrative support, poor course curriculum etc. Suggested are made for ongoing professional development of teachers to model new pedagogies and tools for learning with the aim of enhancing the teaching-learning process. It is important for teacher trainers and policy makers to understand the barriers and cost-effectiveness of different approaches to ICT use in teacher training so that training strategies can be appropriately explored to make such changes viable to all.
Key Words: ICT, Teaching-Learning, Difficulties, Uganda
1. Introduction
As Uganda adopts Information and Communication Technology (ICT) in education, it faces the same
challenges like most developing countries where unstable economy, poorly developed ICT infrastructure, high bandwidth costs, unreliable supply of electricity, general lack of resources etc, were found to be the central issues to meet a broad spectrum needs of the country. Like other factors improper use of ICT in the classroom teaching-learning is a very important factor to be considered in the educational context of Uganda. ICT provides opportunities for teachers and students to operate, store, manipulate, and retrieve information, encourage independent and active learning, and self-responsibility for learning, motivate teachers and students to continue learning even outside school hours, plan and prepare lessons, design materials and facilitate sharing of resources, expertise and advice. ICT as a versatile instrument has the capability not only of engaging students in instructional activities to increase their learning, but of helping them to solve complex problems to enhance their cognitive skills [1]. Generally, three objectives are distinguished for the use of ICT in education:-a) the use of ICT as object of study; refers to learning about ICT, which enables students to use ICT in their daily lives; b) the use of ICT as aspect of discipline or profession; refers to the development of ICT skills for professional or vocational purposes; c) the use of ICT as medium for teaching and learning; focuses on the use of ICT for the enhancement of the teaching and learning process [2]. It is a fact that teachers are at the center of curriculum change and they control the teaching and learning process. Therefore, they must be able to prepare young people for the knowledge society in which the competency of using ICT to acquire and process information is very important [3]. ICT plays various roles in learning and teaching processes. According to Bransford et al [4], several studies have reviewed literature on ICT and learning and have concluded that it has great potential to enhance student achievement and teacher learning. Wong et al., [5] point out that technology can play a part in supporting face-to-face
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facilitating the acquisition of basic skills and enhancing teacher training and promote the shift to a learner- centered environment.
3. Difficulties to Integrate ICT into
Educational Institution
The act of integrating the use of ICT into teaching and learning is a complex process and one may encounter a number of difficulties. Different categories have been used by researchers and educators to classify the problems in use of ICT in educational institutions and several studies have divided the problems into extrinsic and intrinsic categories. Ertmer[15] referred to extrinsic problems as first-order and cited access, time, support, resources and training and intrinsic problems as second-order and cited attitude, beliefs, practices and resistance. Whereas, Hendren[cited in 12]saw extrinsic problems to institutions rather than individuals and intrinsic problems pertains to teachers, administrators and individuals.
Another perspective presents the obstacles in the use of ICT in educational institutions as pertaining to material and non-material conditions [16].The material conditions may be the insufficient number of computers and copies of software. The non-material obstacles include teachers‟ insufficient ICT knowledge and skills, the difficulty of integrating the use of ICT in instruction, and insufficient teacher time. However, since the purpose of the paper is to find the present and future problems in use of ICT, this study focuses on the teacher-level and institution-level problems.
4. Methodology
The study was a descriptive method with quantitative analysis. The sample of the study was selected from 150 teachers and 75 administrators from the five selected technical and higher educational institutions of Uganda. Stratified random sampling technique was used for data collection. Out of the response rate of 150 teachers and 75 administrators, 55 percent of the teachers and 57 percent of the administrators were allocated in Eastern part of Uganda Mbale; 24 percent of the teachers and 25 percent of the administrators in West Nile Arua; 21 percent of the teachers and 18 percent of the administrators in Central Kampala. A questionnaire was designed and divided into two parts. The first part contained direct answers yes/no and multiple choice answers and sometimes it required teachers‟ and administrators‟ opinions for qualitative analysis. The second part contained the questions regarding different aspects of ICT use in the institutions based on Likert-type five point scales. The validity of
the questionnaires was confirmed through expert‟s opinions after certain modifications. The analysis was carried out at the institutional level. Chi square test and weighted average were used to analyze and interpret the data. Interpretation of chi square test was done through SPSS (Statistical Package for Social Science) software. Chi square test was used in finding out whether the opinions of the respondents were statistically significant or not. The significant value was compared with the critical value at 0 levels.
5. Analysis Based On Likert Type Scale
Table 1 shows that, around 48 % of the teachers think that they can use the ICT very well in the teaching- learning process with sound confident and 51% of the teachers said that they are skilled enough to use the ICT in teaching-learning process. That‟s why the weighted average of the teachers shows high confidence of 4. about the use of ICT in teaching-learning process which is neither uncertain nor poor. Also the chi square value of 0 which is greater than critical value 0. means null hypothesis is accepted and teacher‟s opinions were rejected which is statistically insignificant.
Table 1: Present condition of the institution in terms of ICT service Questions Opinion WA (Sig. value) How well do you think that ICT system will be managed by your institution if it is introduced?
Teachers 4.
Administrators 3.
Overall opinion of the quality of ICT service that your institution receives up to now.
Teachers 3.
Administrators 3.
The weighted average of the administrators show moderate value of 3 which means their confidence depends upon the teachers regarding ICT skills to manage their institution and the chi square value shows 0 which is less than the critical value of 0. meaning null hypothesis is rejected and the administrators „opinions are accepted which are statistically significant. Over 50% of the teachers and the administrators were in view that the quality of ICT service they receive in
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0
20
40
60
80
100
120
140
Lack of sufficient training
Lack of competence Lack of confidence Lack of limited time
Teacher reluctance to new
...
Lack of knowledge
Inadequate skill Computer Problems Software's Problems
Course Material problems
Printer problems Lack of Motivation Lack of Finance
Delay in Recruitment of new staff
Delay in processing Documents
Lack of skilled Personnel
Lack of learning equipment tools
Technical know who
Political Influence
their institution is somehow average because of the many factors that were discussed earlier about the difficulty in the use of ICT in teaching-learning process. The weighted average is moderate about the quality of the ICT service received in the institution while the chi square value of the teachers shows 0 is less than critical value of 0 meaning the null hypothesis is rejected and the teacher‟s opinions are accepted about the average level of the quality of service received in the institution which is statistically significant. On the other hand the chi square value of the administrator‟s shows 0 which is greater than critical value of 0 which means the null hypothesis is accepted and the administrator‟s opinions are rejected which is statistically insignificant.
Table 2: ICT existence in teaching-learning process (Teachers Opinion) Questions WA (Sig. value) Do you think the existing audio visual aids are properly used for teaching- learning purpose?
3.
ICT tools are technically too complicated to use
2.
Table 2 presents that 55% of the teachers agreed they used the existing audio visual aids properly in teaching- learning. The weighted average shows moderate value of 3 the chi square value shows 0 which is less than critical value of 0 meaning that teachers opinions regarding proper use of the audio visual aids in the teaching-learning process is accepted which is statistically significant and the null hypothesis is rejected. Table 2 depicts that 38% of the teachers disagreed with the statement that ICT tools are complicated to be used in teaching-learning process. The weighted average value of 2 indicates low opinions of the teachers regarding ICT tool complication while the chi square value of 0 which is less than the critical value of 0 meaning that the null hypothesis is rejected and the teachers opinions about the dissatisfaction is accepted and statistically significant.
6. Results and Discussion of the Findings
With respect to barriers to computer and ICT usage, figure 1 reveals that no factor has the supreme majority for limiting the use of ICT in teaching-learning process in technical and higher educational institutions in Uganda. This means all factors depicted below greatly limit the use of ICT in educational institutions in Uganda.
Figure 1: Factors that limit the use of ICT in teaching-Learning process
However, according to figure1 the problems are categorized into three levels-a)top level, b)middle level and the c)lower level which are analyzed below- a) In the top level problems lack of software, lack of sufficient training, lack of learning equipment and computer problems were identified.
6 Lack of software problem This was one of the major factors that made difficulties in use of ICT. There were unreliable and pirated software that had been frequently changed in the computer labs which were difficult to use properly in teaching-learning process. In majority of the cases it had been found that the ICT facilities were limited for both the teachers and students and they had to share with other teachers. According to Becta[17], the inaccessibility of ICT resources is not always merely due to the non-availability of the hardware and software or other ICT materials within the institution. It may be the result of one of a number of factors such as poor organization of resources, poor quality hardware, inappropriate software, or lack of personal access for teachers [17].According to Osborne and Hennessy [18], the limitations on access to hardware and software resources influenced teachers‟ motivation to use ICT in the classroom.
6 Lack of sufficient training Most of the teachers lack the skill to use the ICT in teaching-learning process because they did not get
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associated with bringing computers into their teaching practices.
6 Time limitation The study reveals that many teachers have skills in using computers in the classroom, but they still make little use of technologies because they did not have enough time. A significant number of teachers identified time limitations as one of the difficulties in scheduling enough computer time for classes as a problem in their use of ICT in their teaching-learning. According to Becta[17] the problem of lack of time exists for teachers in many aspects of their work as it affects their ability to complete tasks. Some of the teachers who participated specifically mentioned that they need time to locate internet information, prepare lessons, explore and practice using the technology, deal with technical problems, and receive adequate training. Recent studies show that lack of time is an important factor affecting the application of new technologies in ICT education [12].
c) The research findings identified lack of confidence, lack of knowledge; course material and political influence were the lower level problems.
6 Lack of confidence One of the problems that prevent teachers from using ICT in their teaching is lack of confidence. The study investigated the reasons for teachers‟ lack of confidence with the use of ICT and found that due to „fear of failure‟ many teachers do not consider themselves to be well skilled in using ICT and feel anxious about using ICT in front of a class. According to Balanskat et al. [10] limitations in teachers‟ ICT knowledge makes them feel anxious about using ICT in the classroom and thus do not have confident in using it in their teaching.
6 Lack of knowledge Another problem, which is directly related to teacher confidence is- teachers‟ lack of knowledge in integrating ICT into pedagogical practice. In Syria, for example, teachers‟ lack of technological competence has been cited as the main problem of using ICT in teaching-learning [25]. Likewise, in Saudi Arabia, lack of ICT skills is a serious obstacle to the integration of technologies into classroom teaching and learning [12, 26]. Another worldwide survey conducted by Pelgrum[16], of nationally representative samples of institutions from 26 countries, found that teachers‟ lack of knowledge and skills is a serious obstacle to using ICT in educational institutions.
7 of Using ICT in Educational
Institutions
The respondents expressed their opinions in some open ended questionnaires, where many factors that limit the use of ICT in the educational institutions, seem to be noteworthy to a meaningful conclusion for this study. It has been found that there are many barriers related to teachers and administrators. Constraints related to the teachers: Many teachers who wanted to use computers for teaching-learning purpose said that there were inadequate computers in the classroom. However the content of the programmes were appropriate but resource material required to teach the courses both in soft and in hard form needs to be available to assist the students. More computers and more Labs need to be established so that the students should utilize the computers. It is found that though the numbers of computers at the institution are less even though, some teachers used their own initiative in using their own personal laptops for the better teaching- learning. Many teachers claim that if facilities are available then they can use those facilities and some are really ready to do so. Low speed internet, lack of computers skills, virus threat, lack of proper training, lack of skilled personnel, software problems, power problems, lack of motivation to encourage the use of ICT from the administration side, shortage of training, shortage of proper equipment and delay to purchase equipment are the remarkable causes that makes it difficult to use ICT in the teaching-learning process. More practical courses need to be given to students than theory. Availability of resources e., projectors, white boards and many others need to be put in all lecture rooms. Lecturers need to be provided with computers for planning their lessons in order to make the best use of the ICT in teaching-learning process. Some softwareis very complicated to use by some of the teachers/lecturers who have limited skills of ICT usages. Hence appropriate training should occur frequently. Lack of motivation on students is also a significant factor that limits the use of ICT. Students are reluctant to use online resources to help them in the academic process. Some students are weak and do not want to practice in using computers. Extreme course load was given on teachers due to the shortage of teachers. It was found from the structured question that most of the teachers had heavy class loads approximately over 30 hours per week which put extremely pressure on them. Though some of the teachers were interested in the use of ICT for preparing their teaching-learning materials, due to the heavy load they did not get enough time to do so. Due to heavy
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class loads, teachers became panic and depressed about the use of ICT. The other important reason behind teacher‟s failure to use modern technology for effective teaching-learning process is job dissatisfaction. Their initiative, creativity, inventiveness became indolence because of job satisfaction. Many teachers of the institutions remained in the same status and in an unhappy salary position for a long period of time as they do not get any promotion due to wrong policies in the educational institutions and due to personal wrath of some administrators. As the teachers are very upset about their job career, they are not boosted to do any new changes for the institution.
Factors related to administrators: Institutions in Uganda are lacking in ICT materials and professional instructors who are literally conversant with the interest in ICT techniques. Poor network providers, unreliable and slow internet connectivity make it difficulties to use ICT and hence affect the teaching-learning process. For example- handling programmes like CISCO learning which needs constant network stability. Unreliable power supply and too much of power fluctuation also interrupts teaching and it is worse tothe students especially when it comes to practical lessons. It was found that the lack of proper knowledge about the importance of using ICT by administrators was one of other factors that limit the use of ICT. Regarding the ICT integration into teaching-learning process the respondents gave several opinions. The following table summarizes their opinions for possible implications to integrate ICT with teaching-learning process.
Table 3: Possible implications of ICT Integration Difficulties Administrators Teachers Lack of genuine software
Purchase of more genuine software
Updating software‟s at a regular interval Lack of technical support
Providing continued technical support
Properly utilize those available support Unstable and unreliable internet
Purchase high bandwidth with high internet speed
Frequent accessibility to internet
Resistance to change
Provide training in new pedagogical approaches
Being open minded towards new ways of teaching and
adapt with that
Lack of ICT equipment
Providing ICT resources
Taking advantage of those resources Lack of available time
Reducing the administrative loads and course loads
Acquiring skills of self- organization and time managements Lack of training expertise in ICT
Providing training courses in dealing with the new devices, modern technologies, and new pedagogical approaches
Taking up opportunities of the training and knowing how to access to the resources
Other remarkable constraints: In general, several other barriers have been identified by the respondents. Among them a range of the following factors are teachers‟ attitudes towards computers, poor funding, lack of teacher confidence, poor administrative support, lack of computer skills, poor course curriculum, lack of incentives, scheduling difficulties, lack of training opportunities, and lack of skills in how to integrate ICT
in education.
8. Conclusion
The aim of this research was to provide information of finding on the difficulties that teachers faced in using ICT in their teaching-learning process. The findings of this study indicate that teachers have a strong desire for the integration of ICT into education but they encountered many barriers to it. These findings therefore have implications for training the teachers to become regular users of ICT focusing on acquiring basic IT skills. Since confidence, competence and accessibility have been found to be critical components for technology integration in institutions, ICT resources including software and hardware, effective professional development, sufficient time, proper training and technical support need to be provided to teachers. No component in itself is sufficient to produce good teaching. However, the presence of all components increases the probability of excellent integration of ICT in teaching-learning process. Therefore the training of teachers in the pedagogical issues should increase if teachers are to be convinced of the value of using ICT in their teaching-learning process.
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[16] Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers & Education, 37, 163-178. [17] Becta (2004).The impact of information and communication technologies on learning and attainment. Full report, March 2003. camara/web/wp- content/uploads/2010/03/Becta- impact2_pupil_learning_attainment, Accessed 13 March, 2012 [18] Osborne, J., & Hennessy, S. (2003). Literature review in science education and the role of ICT: Promise, problems and future directions. London: Future lab:hal- ouvertes/docs/00/19/04/41/PDF/osborne-j-2003- r6, Accessed 20 June, 2012 [19] Beggs, T. A. (2000). Influences and barriers to the adoption of instructional technology: Paper presented at the Proceedings of the Mid-South Instructional Technology Conference, Murfreesboro, TN. eadm820.files.wordpress/2012/01/influe nces-and-barriers, Accessed 12 April, 2012.
[20] Sicilia, C. (2005).The Challenges and Benefits to Teachers' Practices in Constructivist Learning Environments Supported by Technology. Unpublished master‟s thesis, McGill University, Montreal. books.google.com/books/about/The_Chal lenges_and_Benefits_to_Teachers?id=g2Ygb 6EGYJ4C&redir_esc=y, Accessed 13 July, 2012 [21] Newhouse, P. (2002). Literature review: The impact of ICT on learning and teaching, Perth, Western, Australia: Department of Education:det.wa.edu/education/cmi s/eval/downloads/pd/impactreview, Accessed 15 June, 2012 [22] Cox, M., Preston, C., & Cox, K. (1999). What factors support or prevent teachers from using ICT in their classrooms. Paper presented at the British Educational Research Association Annual Conference. apsce/ICCE2009/pdf/C6/proceedin gs808-815, Accessed 13 May, 2012
[23] Watson, G. (1999). Barriers to the integration of the Internet into teaching and learning: Professional development. Paper presented at the Asia Pacific Regional Internet Conference on Operational apricot/apricot99/Singapor e_paper-Watson,Accessed 15 July, 2012
[24] Schoepp, K. (2005). Barriers to technology integration in a technology-rich environment. Learning and Teaching in Higher Education: Gulf Perspectives, 2(1), 1-24. [25] Albirini, A. (2006). Teachers' attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47, 373- [26] Almohaissin, I. (2006). Introducing computers into Saudi Arabia secondary school science teaching: Some problems and possible solutions. Unpublished paper. hydra.hull.ac/catalog/hull:5385, Accessed 13 February, 20
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Difficulties Faced by Teachers in Using ICT in Tea
Course: Medical Technology (BSMT1)
University: Emilio Aguinaldo College
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