An analysis of the factors that facilitate or hinder the use of ICT as a teaching and learning resource across the primary school curriculum : a qualitative study

Abstract

This qualitative research describes how ICT is integrated in classroom practice in two small Primary State schools in Malta. It also identifies factors which teachers believe facilitate or hinder them during ICT implementation. Data was collected through participant observation sessions and supplemented by semi-structured interviewing sessions with sixteen teachers during one scholastic year. Teachers in the sample were categorized as High (Hi-), Average (Av-) or Low (Lo-) ICT users using the Sandholtz, at al. (1997) and Rogers (2000) models. Data analysis revealed that ICT is integrated only marginally in classroom practice and tends to be used either in a teacher centred manner as a presentation tool during the introductory phase of the lesson or as a follow-up reinforcement activity by pupils at the end of the lesson. Lo-ICT users mainly used the assigned drill-and-practice software packages, while Av- and Hi-ICT users also created teacher-centred whole-class presentations and close-ended activities using free content software packages. Observed use of Internet facilities was sparse and not meaningful. A number of factors were revealed to help teachers integrate ICT in teaching/learning, namely: teachers' ICT competence, teachers' personal initiative, the school administration's support, the prevalent school culture, staff collaboration, availability of onsite support, pupils' interest and motivation during ICT use, laptop ownership, the availability of ICT Peripatetic Teachers and participation in ICT-related projects. Inhibiting factors included technical issues, software concerns, Internet filtering, time constraints, syllabi concerns and examination pressures. Furthermore teacher training was considered to be essential by all teachers regardless of their level of ICT use. Current training offered was considered insufficient due to not being ongoing or needs-based. This research provides important considerations and recommendations for policy makers to maximise support offered to teachers during ICT implementation. These include the provision of onsite technical support and the deployment of school-based ICT teachers to provide immediate support and continuous training. The ICT Peripatetic Teacher needs to become a "coach" and "mentor" as well as a role-model. School administrators need to be trained to become ICT leaders so that schools will be empowered to take ownership rather than remain passive recipients of ICT initiatives. The need of locally produced software, syllabi review and pedagogical changes are also highlighted. More meaningful use must also be made of the available Internet connectivity, both to enhance home-school links and to create on line communities of practice.