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A STUDY ON THE USE OF ICT IN TEACHING IN SECONDARY

SCHOOLS IN GULSHAN IQBAL

Maria Khan1

1Scholar Student, University of Karachi

Introduction:

In a Pakistani context there has been a rapid change in the role of the teacher in recent

years. There are many new changes and challenges that teachers face, and are required to

adapt to. Included in this are a more modern and westernised approach from schools; new

methods of teaching and learning, an increase in student numbers, and (most importantly) an

explosion in the development of teaching with ICT. All of this means teachers need to update

their knowledge and skills to develop the educational process in the classroom.

With the advent of a new philosophy towards ICT and its role in education, a wide

body of research has developed investigating the role of ICT and its effect in developing an

interactive education environment. Many of these studies have provided evidence of the

ABSTRACT

Objectives: Over the past few decades, information and communications technology (ICT)

has become gradually more important to schools and universities. There are wide of research

exists to explore and study the use of ICT in the process of learning and teaching in

secondary schools.

Aims: This research examines how ICT is applied in the classroom of Gulshan schools from

the perspective of teachers. Based on four fundamental research questions, the aim is to

analyze the level of ICT, the impact of ICT on teacher’s pedagogy, the teacher’s perception

of ICT use in the classroom.

Methodology: The research adopted a quantitative method approach to data gathering, using

questionnaire from teachers in three schools of Gulshan Iqbal. The evidence was then

analyzed based upon the original research questions outlined by using frequency table and

pie charts.

Limitations: Due to shortage of time, researcher was not able to cover such large population

of Karachi therefore only three schools were studied in this study. For future researcher it is

recommended to find out the use of ICT in Nazimabad, Gulistan-e-Johar and Defense

schools of Karachi.

Keywords: ICT, Teaching, Secondary schools, Gulshan Iqbal.

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significant contribution that ICT makes to improving methods of teaching and positively

impacting the learner (Kennewell and Beauchamp, 2007).

However, many of these studies have been limited to investigating the impact of ICT

on learners. There is substantially less research which focuses on the role which ICT plays in

creating and promoting a more interactive educational environment, as part of teaching and

learning. The presence of ICT in the interactive educational environment can help to develop

thinking skills and make classrooms an environment for educational growth. ICT also helps

students to develop new thinking skills which may transfer to different situations which may

require analysis and comprehension skills, and consequently critical skill development (Al

Hudhaifi and Al Dughaim, 2005). This again was a motivation for the study; to investigate

the role of ICT in promoting an interactive learning environment.

Different definitions have been introduced regarding „interactivity‟ as a concept in

the study of teaching and learning. In this regard, significant importance is placed on theories

of learning, their discussion and the studies based on the language of discourse in the

classroom between the teacher and the students (Burns & Myhill, 2004).

Using ICT effectively can lead to a more positive educational ethos in the classroom

and in effect a more communicative classroom. Effective use of ICT by the teacher can offer

greater interactivity at both a deep and surface level. We will explore the general use of ICT,

but also its impact on interactivity within the classroom.

Cox et al. (2003) undertook a review of the research and then concluded that ICT had

indeed had a positive effect on attainment in National Curriculum subject areas. They

qualified this assertion by stating that it was not just the everyday use of ICT as a tool, but the

skilful use of ICT by the teacher, when linked to careful pedagogical strategies enhancing

classroom communication. In order to get the best use of ICT teachers have to be aware of

ICTs range and features as a resource and should be deeply versed in ICT techniques. This

conclusion was confirmed by Somekh and Davies (1999) and Sutherland (2005). They assert

that the skilful use of ICT by trained practitioners is absolutely key to higher attainment. ICT

offers a range of key features including speed, automation, capacity, range, provisionality and

interactivity (Beauchamp (2012).

ICT provides a number of advantages, both essential and combined, which contribute

to broaden and designate the procedures used inside the classroom (Kennewell, 2007). The

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merits of speed and repetition for ICT are utilised when learners are able to see quick

sequences for a specific phenomenon, which could help their understanding of the concept.

This has actually been observed, for example, while students learn the method of building a

reflected picture in mathematics. Here, they can circle the corners of the shape and then

notice its effect on the reflected picture, while the teacher focuses their attention on the shape

sides that have remained unchanged. In this instance, the use of ICT helps them to build

reflected pictures manually (Beauchamp & Kennewell, 2008).

The widespread use of Information and Communication Technologies (ICT) has till

now influenced all fields in life, among which lies education. Many countries see ICT as a

potential tool for change and innovation in the education field (Erdogan, 2009, adapted from

Eurydice, 2001; Papanastasiou & Angeli, 2008) and thus, they make large investments in the

integration of ICT in schools. For example, Europe and Central Asia allocate 22% of their

budget to ICT (Erdogan, 2009, adapted from World Bank, 2007).

Hepp, Hinostroza, Laval and Rehbein (2004) advocated in their paper "Technology in

Schools: Education, ICT and the Knowledge Society" that ever since the inception of ICTs in

education, they have been used but not to its maximum.

Although in the early 1980s computers were not been fully integrated in the learning

of traditional subjects, the commonly accepted perception that the system of education would

have to prepare the students for a knowledgeable society increased the interest in ICTs

(Pelgrum, W.J., Law, N., 2003).

Moreover, Kozma and Anderson (2002) write in their paper "ICT and Educational

Reform in Developed and Developing Countries" that for an economy to be knowledgeable

education should be its primary necessity. Simultaneously, the teaching strategies in schools

are bending towards ICT. This change towards ICT has been very dramatic. Similarly,

Kozma and Wagner (2003) agreed on that idea that the ICT will enhance the basic education

and is a very challenging field of development work nowadays, in both poor and wealthy

nations (Wagner, D., Kozma, R., 2003).

Purpose of the Study:

The purpose of the study is to investigate the use of ICT in secondary schools as ICT gives

good advantages in education for the learners and teachers. ICT also can help student and

teacher with the interesting activities that provides in the websites. The effectiveness of that

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kind of activities gives teachers ideas in teaching, so that student can enjoy their lesson. As a

result student can more interest in studying ICT not only the activities but also the wide array

information that can easily get from the internet sources. Works are also easier to be done

with ICT technology.

Research Objectives:

To investigate the difference that ICT makes to teaching and learning.

To explore how ICT affects teachers confidence in the classroom.

To examine the teaching and ICT contributions to improving attainment – notably

students perception of their attainment.

To investigate the advantages and disadvantages of using ICT in the classroom for

teachers and students in selected subjects in the curriculum.

Research Questions:

To address the research’s objectives, the study seeks to answer the following questions;

How confident are teachers in using ICT in the teaching and learning process?

Does this confidence and application vary between subjects?

How do teachers use ICT in the classroom and at home?

Does ICT have given the teachers more confidence to extend the use of computer to

other topics?

Hypothesis:

Teacher will be confident in using ICT in the teaching and learning process.

The confidence to use ICT tools will be vary between subjects.

Teachers will be effectively using the ICT in class as well as home.

ICT will give the teachers more confidence to extend the use of computer to other

topics.

Definition of Key Words:

ICT:

ICTs stand for information and communication technologies and are defined, for the purposes

of this primer, as a “diverse set of technological tools and resources used to communicate,

and to create, disseminate, store, and manage information.” These technologies include

computers, the Internet, broadcasting technologies (radio and television), and telephony.

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Teaching:

Teaching is an interactive process, primarily involving class room talk which takes place

between teacher and pupil and occurs during certain definable activity.

Secondary Schools:

Secondary schools in Pakistan begin from grade 9 and lasts for four years. After end of each

of the school years, students are required to pass a national examination administered by a

regional Board of Intermediate and Secondary Education (or BISE).

Gulshan Iqbal:

Gulshan-e-Iqbal (Urdu: گلشن اقبال ) is a large class residential and commercial neighborhood

of Gulshan-e-Iqbal Town in Karachi, Sindh, Pakistan. The name "Gulshan-e-Iqbal" means

"the garden of Iqbal", referring to the national poet of Pakistan, Allama Muhammad Iqbal. It

has notable gardens.

Research Methodology:

Research Design: This research was quantitative in nature and research was completely

educational and descriptive according to purpose and type respectively, in nature.

Population: The population of this study was teachers of Gulshan Iqbal schools, Karachi.

Sampling: Through simple random sampling researcher selected 10 respondents for data

collection. 5 male and 5 female teachers of Gulshan Iqbal schools were selected for data

collection.

Instrument: In this present study “The Use of ICT in Teaching in Secondary Schools in

Gulshan Iqbal” the researcher selected the closed typed of questionnaire, as it called foe

short, restricted checked responses. 10 questions were prepared which required answers only

in “Yes”, “No”. It was easy to fill, take less time, was objective and was easy to tabulated and

make analysis. For this purpose, a questionnaire was prepared which covered the aspects of

the problem under study.

To avoid ambiguity, the questions were constructed in simple and clear words.

Instrument for Data Analysis: There were different methods for data analysis in

educational research. In this research as hypothesis is descriptive, therefore frequency table

was use for data analysis and pie chart representation was used to elaborate respondents’ answers.

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Interpretation of Data:

Q1. Do you think that there is a need of ICT at secondary level?

Table 1: Do you think that there is a need of ICT at secondary level?

No. of Respondent Frequency in (%)

Yes 10 100%

No 0 0%

TOTAL 10 100%

Figure 1: Percentage distribution of need of ICT at secondary level.

Source: Primary data

Inference: According to the above information when teachers were requested to know about

the need of ICT at secondary schools level, 100% respondents were agreed that there is a

need of ICT at secondary school level.

80%

20%

Do you think that there is a need of ICT at

secondary level?

Yes No

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Q2. In your opinion, you are confident to use ICT in terms of computer skills or applications?

Table 2: Teachers are confident to use ICT in terms of computer skills or application.

No. of Respondent Frequency in (%)

Yes 10 100%

No 0 0%

TOTAL 10 100%

Figure 2: Percentage distribution of teachers that they are confident to use ICT in terms of

computer skills or applications.

Source: Primary data

Inference: According to the above information, When teachers were requested to assess their

own confidence in ICT use, the research shows a consistently high level of response (in terms

of confidence) to the various features such as operating a PC, management of files, using the

internet etc.

100%

0%

In your opinion, you are confident to use ICT in terms of

computer skills or applications?

Yes No

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Q3. Do you agree that you use ICT tools and activities for teaching practices and school-

related work at school or home?

Table 3: Teacher use ICT tools and activities for teaching practices and school-related work

at school or home

No. of Respondent Frequency in (%)

Yes 6 60%

No 4 40%

TOTAL 10 100%

Figure 3: Percentage distribution about the use ICT tools and activities for teaching practices

and school-related work at school or home.

Source: Primary data

Inference: According to the above information Teachers were requested to assess their

exposure to ICT use in schools. From the results, we can see that 60% respondents were

agreed that they use ICT tools and activities for teaching practices and school-related work at

school or home. While 40% were denied the fact.

60%

40%

Do you agree that you use ICT tools and activities

for teaching practices and school-related work at

school or home?

Yes No

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Q4. - Do you think that the usage of computer in teaching change your teaching methods?

Table 4: The usage of computer in teaching change their teaching methods

No. of Respondent Frequency in (%)

Yes 10 100%

No 0 0%

TOTAL 10 100%

Figure 4: Percentage distribution of the usage of computer in teaching change their teaching

methods

Source: Primary data

Inference: According to the above information when teachers were requested to know about

the usage of computer in teaching methods, 100% respondents were agreed that the usage of

computer in teaching change our teaching methods.

100%

0%

Do you think that the usage of computer in teaching

change your teaching methods?

Yes No

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Q5. In your opinion, using ICT in teaching process makes teaching more interesting for you?

Table 5: Using ICT in teaching process makes teaching more interesting for teachers.

No. of Respondent Frequency in (%)

Yes 10 100%

No 0 0%

TOTAL 10 100%

Figure 5: Percentage distribution of using ICT in teaching process makes teaching more

interesting for teachers.

Source: Primary data

Inference: According to the above information teachers were requested to assess their

exposure to ICT use in teaching. From the results, we can see that 100% respondents were

agreed that using ICT in teaching process makes teaching more interesting for them.

100%

0%

In your opinion, using ICT in teaching process

makes teaching more interesting for you?

Yes No

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Q6. Do you agree that ICT makes your lessons more diverse?

Table 6: ICT makes the teacher’s lessons more diverse.

No. of Respondent Frequency in (%)

Yes 8 80%

No 2 20%

TOTAL 10 100%

Figure 6: Percentage distribution of teacher draw conclusions about ICT makes the lessons

more diverse.

Source: Primary data

Inference: According to the above information when teachers were requested to know

about the lesson diversity due to ICT, 80% respondents were agreed that ICT makes their

lessons more diverse. While 20% were denied the fact.

80%

20%

Do you agree that ICT makes your lessons more

diverse?

Yes No

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Q7. Do you think that ICT makes it more difficult to control the class?

Table 1: ICT makes it more difficult to control the class

No. of Respondent Frequency in (%)

Yes 5 50%

No 5 50%

TOTAL 10 100%

Figure 1: Percentage distribution of ICT makes more difficult to control the class.

Source: Primary data

Inference: According to the above information teachers were requested to assess their

exposure to control the classroom during ICT usage. From the results, we can see that 50%

respondents were agreed that ICT makes it more difficult to control the class. While 50%

were denied the fact.

50% 50%

Do you think that ICT makes it more difficult to

control the class?

Yes No

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Q8. In your opinion, ICT makes me feel more professional?

Table 8: ICT makes the teacher feel more professional.

No. of Respondent Frequency in (%)

Yes 10 100%

No 0 0%

TOTAL 10 100%

Figure 2: Percentage distribution of ICT makes the teacher feel more professional.

Source: Primary data

Inference: According to the above information, Teachers were requested to assess their

exposure to ICT use in schools. From the results, we can see that 100% respondents were

agreed that ICT makes them feel more professional.

100%

0%

In your opinion, ICT makes me feel more professional?

Yes No

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Q9. Do you agree that ICT improves the presentation of material in your lessons?

Table 3: ICT improves the presentation of material in their lessons.

No. of Respondent Frequency in (%)

Yes 8 80%

No 2 20%

TOTAL 10 100%

Figure 9: Percentage distribution about the use of ICT that improves the presentation of

material in their lessons.

Source: Primary data

Inference: According to the above information when teachers were requested to know about

the usage of ICT in teaching methods, 80% respondents were agreed that ICT improves the

presentation of material in their lessons. While 20% were denied the fact.

80%

20%

Do you agree that ICT improves the presentation

of material in your lessons?

Yes No

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Q10. - Do you think that ICT has given you more confidence to extend the use of computer to

other topics?

Table 10: ICT has given teachers more confidence to extend the use of computer to

other topics.

No. of Respondent Frequency in (%)

Yes 6 60%

No 4 40%

TOTAL 10 100%

Figure 4: Percentage distribution of ICT has given teachers more confidence to extend the

use of computer to other topics

Source: Primary data

Inference: According to the above information Teachers were requested to know that that

ICT has given them more confidence to extend the use of computer to other topics. From the

results, we can see that 60% respondents were agreed that ICT has given them more

confidence to extend the use of computer to other topics. While 40% were denied the fact.

60%

40%

Do you think that ICT has given you more confidence to

extend the use of computer to other topics?

Yes No

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Summary of Results:

The research summarized the main findings of the research are shown below:

There is a need of ICT at secondary level.

Teachers are broadly confident about their use of ICT and its applications.

Teachers use ICT tools and activities for teaching practices and school-related work at

school or home. In spite of their confidence, their use of ICT to influence teaching

methods, both at home and at school are relatively low, which is especially surprising

in established areas such as the use of Interactive Whiteboards.

The usage of computer in teaching changes their teaching methods.

When ICT is used, some teachers believe that it encourages more constructivist

approaches in the classrooms and increases the diversity of pedagogical approaches.

ICT improves the presentation of material in their lessons.

Discussion:

According to Pelgrum and Law (2003) ICT in education became popular in

educational policy-making in the early 1980s, when consumer market began the sale of

cheap microcomputers. These intellectuals also noted that by the early introduction of

microcomputers in education in 1980s, education was expected to be more effective and

motivating.

Henry and Fox (2005) investigated a research on understanding teacher mindsets:

IT and change in Hong Kong schools. This investigation explored the impact of IT on

teaching practices in Hong Kong schools from the perspective of teachers. This framework

was chosen to facilitate a better understanding of the problems facing classroom teachers,

which revealed that IT was used mainly to support the existing teacher-centered approach.

This study identified that the lack of clear and systematic leadership support, inflexibility

of the curriculum and the assessment processes, time constraints, and limited appropriate

professional development were the main reason for the restricted impact of IT and the

teachers practices in the classrooms.

Pearson (2006) conducted a research on investigating ICT using problem-based

learning in face to face and online learning environments. Researcher stated that problem

based learning approach provided a practical approach to investigating ICT in both face-

to-face and online learning environments, leading to “new” challenges associated with the

adoption and use of new technologies in various educational settings.

Papastergiou (2009) studied the game-based learning in high school Computer

Science education to check the effectiveness and student motivation. Researcher stated

that gaming approach was both more effective in promoting students’ knowledge of

computer memory concepts and more motivational than the non-gaming approach. The

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results suggested that within high school, educational computer games can be exploited as

effective and motivational learning environments, regardless of students’ gender.

Conclusion:

This research describes a situation in Gulshan Iqbal secondary schools where ICT

use is, at best, sporadic. Far from the development of the deep pedagogical impact that

ICT can offer, or indeed the delivery of a student-centered paradigm, schools in Gulshan

Iqbal remain at a level where they are simply not employing enough ICT to make a

difference. Where it is employed, evidence is mixed as to whether there is indeed a

positive or negative impact.

The research does suggest there is capacity in the skills of teachers and students to

employ ICT effectively, at least on a fundamental or technical level. There remains a

significant gap between possessing these schools and applying them in the school setting.

Alongside this, there is some support and recognition of the benefits associated with ICT

use, and there are some teachers who recognize the importance of ICT in developing more

constructivist methods in the classroom.

Recommendations:

Recommendation One: Setting a Strategic Direction for ICT use in Gulshan Iqbal

One of the implications of the research is that the existing ICT and education strategy has

failed in some of its core purposes. Given this, a new strategic direction needs to be set by

Government for schools and teachers. There needs to be a common understanding of the

ways in which ICT should be implemented and to what extent it should be used in schools.

Recommendation Two: Ensuring Teachers are Sufficiently Skilled

Whilst the research here suggests that teachers are generally confident about their ICT use,

there must still be recognition that this is a self-audit and therefore liable to issues of over-

confidence or lack of awareness. Therefore teachers should be subjected to an audit test of

ICT knowledge, with a “gap” analysis used to develop a national program of training to

sufficiently deal with the weakest areas.

Recommendation Three: Moving from Skills to the Classroom

One of the biggest problems that the analysis shows is that whilst teachers feel confident in

their ICT use, they fail to utilize it in the classroom. The analysis also suggests that where it

is used, it is not necessarily being used well. The Government could approach this in a

number of different ways, from direct guidance to schools, to training courses or ICT

“champions” in districts of Karachi. Whether one of these methods or a mixture are

employed, there needs to be more specialist advice and support for teachers in using ICT in

teaching and learning.

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Recommendation Four: Delivering ICT on Entry

One of the most effective ways of embedding a culture within a profession is to deliver a

program of training and education on entry to the profession for teachers. Similar to that

described in the UK, teachers should (a) have to aware of the possibilities of ICT use, (b)

have a clear acceptance of the benefits for it, and (c) be tested on their skills before being

allowed to become a teacher.

Recommendation Five: Putting the Student at the Heart of Learning

If learning and teaching in Gulshan is to move towards a more successful, student-centered

paradigm, then the Government need to emphasize this through appropriate regulation and

inspection regimes for both public and private sector schools. Without a credible threat, it

seems unlikely that Gulshan education is advanced enough to move towards this approach on

its own.

Limitations and Areas for Further Study

Through the discussion and conclusions a number of limitations and areas for further

study have been noted. Here, these are discussed in turn.

The questionnaire is very much driven by self-assessment. Self-assessment is a valid

method for analyzing skills, quantity of use, confidence and opinions, however it does have

limitations. These include the interpretation of the question itself, in addition to the

interpretation of your own scale associated with any of the aforementioned areas. Notably in

this piece of research, the questions on ICT use in schools and ICT abilities could benefit

from additional measuring instruments which further analyze the levels associated with

either. For instance, this could include practical tests to investigate the ICT ability levels of

teachers or students. This type of investigation is both costly and time-intensive, but could be

beneficial for future studies to build on the findings here.

Finally, the research recognizes that the research does not focus on outcomes, but

rather impact on teacher’s pedagogies and students values or beliefs. In order to build on this

research, the next stage would be to involve testing the impact of ICT through implementing

specific ICT methods and using testing as a measuring instrument to indicate the outcomes

associated with ICT use.

The research does suggest there is capacity in the skills of teachers and students to

employ ICT effectively, at least on a fundamental or technical level. There remains a

significant gap between possessing these schools and applying them in the school setting.

Alongside this, there is some support and recognition of the benefits associated with ICT use,

and there are some teachers who recognize the importance of ICT in developing more

constructivist methods in the classroom.

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