Secondary School Teachers’ Concerns about ICT Integration: Perspectives from a Developing Part of the Globe

Nazir Ahmed Jogezai; Shaik Abdul Malik Mohamed Ismail; Fozia Ahmed Baloch

doi:10.29333/ejmste/95124

Full Text (PDF)

Nazir Ahmed Jogezai ¹ ^* , Shaik Abdul Malik Mohamed Ismail ¹, Fozia Ahmed Baloch ¹

More Detail

¹ School of Educatioanal Studies, Universiti Sains Malaysia, Penang, MALAYSIA^* Corresponding Author

Abstract

Teachers’ eagerness and concern, has been at the heart of the successful implementation of an educational innovation. This study aimed at exploring teachers’ concern regarding ICT integration with employing explanatory mixed method research design. The sample size of 300 Pakistani secondary school teachers was identified for the quantitative and 35 for the qualitative part of the study. Stages of concern questionnaire (SoCQ), was adopted as data collection instrument for the quantitative and semi structured interviews for the qualitative part of the study. The findings portray a non user profile of the teachers because of their high concerns, high mean scores, at the stages of unconcerned (M=75.85), informational (M=59.99), and personal (M=57.66). Consequently, low concerns, with very low mean scores, on consequence (M=6.83), collaboration (12.00) and refocusing stages (12.79). The findings suggest for an ongoing and school based capacity enhancement to remain at the heart of reform agenda of ICT integration to meet and accommodate teachers’ early stages of concern and enable them move gradually towards their impact related concern profile.

Keywords

secondary school
teacher
concern
ICT integration
teaching &
learning

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2018, Volume 14, Issue 12, Article No: em1620

https://doi.org/10.29333/ejmste/95124

Publication date: 13 Sep 2018

Article Views: 4390

Article Downloads: 1983

Open Access References How to cite this article

References

Adil, A., Masood, A.M., & Ahmed, M. (2013). Age and gender’s association with information & communication technology (ICT) usage into educational institutions of Pakistan. Sociology Mnd, 3(4), 325-332. https://doi.org/10.4236/sm.2013.34044.
Almekhlafi, A. G., & Almeqdadi, F. A. (2010). Teachers' perceptions of technology integration in the United Arab Emirates school classrooms. Educational Technology & Society, 13(1), 165–175.
Alrwaished,N., Alkandari,A., & Alhashem,F. (2017). Exploring in- and pre-service science and mathematics teachers’ technology, pedagogy, and content knowledge (TPACK): What next? EURASIA Journal of Mathematics Science and Technology Education, 13 (9), 6113-6131. https://doi.org/10.12973/eurasia.2017.01053a.
Altınay-Gazi, Z., & Altınay-Aksal, F. (2017). Technology as mediation tool for improving teaching profession in higher education practices. Eurasia Journal of Mathematics, Science & Technology Education, 13(3), 803–813. https://doi.org/10.12973/eurasia.2017.00644a.
Baser-Gulsoy, V. G. (2011). Elementary teachers’ perceptions towards ICT integration in teaching and learning process (Phd thesis). METU, Ankara.
Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approach (3rd ed.). London, England: Sage Publications.
Dawson, K., Swain, C., Johnson, N., & Ring, G. (2004). Partnership strategies for systemic integration of technology in teacher education. Contemporary Issues in Technology & Teacher Education, 3(4), 482-495.
Fong, S. F., AL-Rawajfih, K., & Idros, S. N. S. (2010). Stages of concern in integrating E-Learning in the Jordanian Discovery school. Asian Social Science, 6(8), 54-63. https://doi.org/10.5539/ass.v6n8p54.
Fullan, M. (2007). The new meaning of educational change. New York: Teachers College Press.
Fuller, F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6(2), 1207-1226. https://doi.org/10.3102/00028312006002207.
Gakuo, C. K., & Kidombo, H. J. (2011). Closing the chasm: Are the secondary school teachers in Kenya using ICT effectively to deliver curriculum content? Retrieved on Jan, 2, 2018 from https://profiles.uonbi.ac.ke/hkidombo/files/closing_the_chasm_e_learning_conference.pdf.
Gasaymeh, A.M. (2017). Faculty members’ concerns about adopting a learning management system (LMS): A developing country perspective. EURASIA Journal of Mathematics, Science and Technology Education, 13 (11), 7527-7537. https://doi.org/10.12973/ejmste/80014.
George, A. A., Hall, G. E., Stiegelbauer, S. M., & Litke, B. (2008). Measuring implementation in schools: Stages of concern questionnaire Austin, TX: Southwest Educational Development Laboratory. Retrieved on Aug, 5, 2016 from http://www.sedl.org/cbam/socq_manual_201410.pdf.
Hall, G. E., & Hord, S. M. (2006). Implementing change: Patterns, principles and potholes (2nd ed). Boston: Allyn and Bacon.
Hall, G., & Hord, S. (1987). Change in schools: Facilitating the process. Albany, NY: State University of New York.
Hao, Y., & Lee, K.S. (2017): Inquiry of pre-service teachers’ concern about integrating Web 2.0 into instruction, European Journal of Teacher Education, 1-19. https://doi.org/10.1080/02619768.2017.1285278.
Harris, J. B., & Hofer, M. J. (2011).Technological pedagogical content knowledge (TPACK) in action. Journal of Research on Technology in Education, 43(3), 211-229. https://doi.org/10.1080/15391523.2011.10782570.
Hassan, T., & Sajid, A. R. (2013). ICTs in learning: problems faced by Pakistan. Journal of Research and Reflections in Education, 7(1), 52-64.
Jogezai, N. A., Ismail, S. A. M. M., & Ahmed, F. (2016). ICT integration & the role of school leadership: perceptions of head teachers of secondary schools in Quetta Pakistan. International Journal of Innovation and Scientific 27(1), 155-163.
Johnson, R. B., & Christensen, L. (2004). Educational research: Quantitative, qualitative, and mixed approaches (2nd ed.). Boston, MA: Pearson Education. https://doi.org/10.3102/0013189X033007014.
Kanwal, A., Jan, F., & Azhar, Z. (2014). An empirical evolution framework of ict in education sector of Pakistan. International Journal of Innovation and Scientific Research, 11(2), 585-597.
Kisirkoi, F.D. (2015). Integration of ICT in education in a secondary school in Kenya: A case study. Literacy Information and Computer Education Journal (LICEJ), 6(2), 904-909. https://doi.org/10.20533/licej.2040.2589.2015.0253.
Majoka, M. I., Fazal, S., & Khan, M. S. (2013). Implementation of information and communication technologies (ICTs) in education course: A case from teacher education institutions in Pakistan. Bulletin of Education and research, 35(2), 37-53.
Mikre, F. (2011). The roles of information communication technologies in education review article with emphasis to the computer and internet. Ethiop. J. Educ. & Sc., 6(2), 1-16.
Ministry of education Government of Pakistan. (2009). National Education Policy Pakistan. Retrieved on Jan 2, 2018 from http://unesco.org.pk/education/teachereducation/files/National%20Education%20Policy.pdf.
Ministry of Education Government of Pakistan. (2004). National information and communication technology strategy for education in Pakistan. Retrieved on Dec 23, 2017 from http://www.ilearnpakistan.org/pdf/National-Information-Communications-Strategy-Pakistan.pdf.
Ministry of Planning, Development & Reform Pakistan Vision. (2015). Pakistan vision 2025. Retrieved on Dec 12, 2017 from http://www.ntb.gov.pk/gop/index.php?q=aHR0cDovLzE5Mi4xNjguNzAuMTM2L250Yi91c2.
VyZmlsZXMxL2ZpbGUvUGFraXN0YW4tVmlzaW9uLTIwMjUucGRm.
Miranda, H. P., & Russell, M. (2012). Understanding factors associated with teacher-directed student use of technology in elementary classrooms: A structural equation modelling approach. British Journal of Educational Technology, 43, 652–666. https://doi.org/10.1111/j.1467-8535.2011.01228.x.
Mwalongo, A. (2011). Teachers’ perceptions about ICT for teaching, professional development, administration and personal use. International Journal of Education and Development using Information and Communication Technology, 7(3), 36-49.
Newman, W. L. (2014). Qualitative and quantitative approaches. London, UK: Pearson Education Limited.
Niekerk, M. V., & Blignaut, S. (2014). A framework for information and communication technology integration in schools through teacher professional development. Africa Education Review, 11(2), 236-253. https://doi.org/10.1080/18146627.2014.927159.
Nisar, M. W., Munir, E., & Shad, S. A. (2011). Usage and impact of ict in education sector; a study of Pakistan. Australian Journal of Basic and Applied Sciences, 5(12), 578-583.
Ouyang, W. (2017). Application strategy of modern network technology in higher vocational teaching activities. EURASIA Journal of Mathematics Science and Technology Education, 13(10), 7009-7014. https://doi.org/10.12973/ejmste/78715.
Pepe, T. M. (2016). Teacher perceptions and attitudes of classroom technology integration related to iPad (Phd thesis). Walden University. USA.
Puteh, S. N., Salam, K. A. A., & Jusoff, K. (2011). Using CBAM to evaluate teachers’ concerns in science literacy for human capital development at the preschool. Learning Innovation and Intervention for Diverse Learners, 14, 81-87.
Qadir, M. J., & Hameed, A. (2014). A study of the usefulness of Punjab it labs project in schools of Punjab, Pakistan as perceived by students. World Journal on Educational Technology, 6(1).
Ramorola, M. Z. (2013). Challenge of effective technology integration into teaching and learning. Africa Education Review, 10(4), 654-670. https://doi.org/10.1080/18146627.2013.853559.
Razzak, N. A. (2013). Challenges facing school leadership in promoting ICT integration in instruction in the public schools of Bahrain. Educ Inf Technol, 20, 303–318. https://doi.org/10.1007/s10639-013-9283-7.
Rosenberg, J. M., & Koehler, M. J. (2015). Context and technological pedagogical content knowledge (TPACK): A systematic review. Journal of Research on Technology in Education, 47(3), 186-210. https://doi.org/10.1080/15391523.2015.1052663.
Shaikh, Z. A., & Khoja, S. A.(2011). Role of ICT in shaping the future of Pakistani higher education system. The Turkish Online Journal of Educational Technology, 10(1), 1303–6521.
Sultana, N. (2015). Application of Concerned based adoption model (CBAM) for launching the information technology based teacher education programme at AIOU. Asian Journal of Social Sciences & Humanities, 4(3), 153-166.
Swan, K., & Hofer, M. (2011). In Search of technological pedagogical content knowledge. Journal of Research on Technology in Education, 44(1), 75-98. https://doi.org/10.1080/15391523.2011.10782580.
Xu, A., & Chen,G. (2016). A study on the effects of teachers’ information literacy on information technology integrated instruction and teaching effectiveness. Eurasia Journal of Mathematics, Science & Technology Education, 12(2), 335-346. https://doi.org/10.12973/eurasia.2016.1222a.
Yucel, C., Acun, I., Tarma, B., & Mete, T. (2010). A model to explore Turkish teachers’ ICT integration stages. The Turkish Online Journal of Educational Technology, 9(4), 1-9.
Zhou,G., Xu,J., & Martinovic,D. (2017). Developing pre-service teachers’ capacity in teaching science with technology through microteaching lesson study approach. EURASIA Journal of Mathematics Science and Technology Education, 13(1), 85-103. https://doi.org/10.12973/eurasia.2017.00605a.

How to cite this article

APA

Jogezai, N. A., Ismail, S. A. M. M., & Baloch, F. A. (2018). Secondary School Teachers’ Concerns about ICT Integration: Perspectives from a Developing Part of the Globe. Eurasia Journal of Mathematics, Science and Technology Education, 14(12), em1620. https://doi.org/10.29333/ejmste/95124

Vancouver

Jogezai NA, Ismail SAMM, Baloch FA. Secondary School Teachers’ Concerns about ICT Integration: Perspectives from a Developing Part of the Globe. EURASIA J Math Sci Tech Ed. 2018;14(12):em1620. https://doi.org/10.29333/ejmste/95124

AMA

Jogezai NA, Ismail SAMM, Baloch FA. Secondary School Teachers’ Concerns about ICT Integration: Perspectives from a Developing Part of the Globe. EURASIA J Math Sci Tech Ed. 2018;14(12), em1620. https://doi.org/10.29333/ejmste/95124

Chicago

Jogezai, Nazir Ahmed, Shaik Abdul Malik Mohamed Ismail, and Fozia Ahmed Baloch. "Secondary School Teachers’ Concerns about ICT Integration: Perspectives from a Developing Part of the Globe". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 12 (2018): em1620. https://doi.org/10.29333/ejmste/95124

Harvard

Jogezai, N. A., Ismail, S. A. M. M., and Baloch, F. A. (2018). Secondary School Teachers’ Concerns about ICT Integration: Perspectives from a Developing Part of the Globe. Eurasia Journal of Mathematics, Science and Technology Education, 14(12), em1620. https://doi.org/10.29333/ejmste/95124

MLA

Jogezai, Nazir Ahmed et al. "Secondary School Teachers’ Concerns about ICT Integration: Perspectives from a Developing Part of the Globe". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 12, 2018, em1620. https://doi.org/10.29333/ejmste/95124