Different set-ups for ICT(Information and Communications Technology) implementation in Maltese state and non-state primary schools

Abstract

This study which was spread over twenty five primary schools in Malta and Gozo, sets out to investigate the different' set-ups for ICT implementation in State, Church and Independent schools. It resulted that all State schools make use of a class-based set-up, while only two Church schools in the study and only a few particular age groups in one Church school and two Independent schools, make use of this setting. Most Church and Independent schools have a lab set"'. up while the combination set-up, which resulted to be the set-up most parents and teachers consider as the most effective, is only being made use of by a few independent schools. The research was carried out through a number of questionnaires interviews with Education Authorities, Lab coordinators and Heads of schools. Besides giving an insight into the literature reviewed and a brief focus on on what is going on in other countries, this study will highlight the process ICT implementation in Malta undertook during this past decade. This study aims to investigate how the different set ups are being used and to what extent are they being used with the same teaching objectives in mind, or are different skills being taught in different set-ups? Do coping strategies differ from one set-up to another?. Which setup do teachers and parents consider as the most effective and what reasons do they give for their choice? How do teachers especially in Years 4, 5 and 6 State schools feel with having computers in their classrooms? This study will also point out what indirectly seems to be the underlying motives of the resulting trends.