WHAT ACCOUNTS MORE FOR ICTs IMPLEMENTATION AND INTEGRATION: A STUDY OF

TEACHER TRAINING INSTITUTIONS IN PAKISTAN

Shawana Fazal,Dr Muhammad Iqbal Majoka, Dr Saeed Khan,

Hazara University Mansehra,Pakistan

Project supervised and funded by USAID,Teacher Education Project for Pakistan

The use of ICTs has been recognized by governments and education systems as a very important tool to bring advancement and improvement in the teaching learning process (Plump, Anderson, Law, & Qualex, 2009).

The use of ICTs in instructional programs has changed the classroom situation and teacher’s role. This wave of change in technology has also knocked the door in the developing countries like Pakistan. The integration of ICTs in teacher education programs is one of the examples of such reformation efforts.

In this context, this research was aimed to investigate ‘what accounts more for ICTs implementation and integration’ in teacher training programs in the Khyber Pakthunkhwa and Punjab provinces in Pakistan.

INTRODUCTION

It was the first time that the Government of Pakistan realized the importance of ICTs and reflected its integration in teacher education programs as policy matter in the National Education Policy 2009. For implementation, the Higher Education Commission Pakistan introduced the course “ICTs in Education” for Associate Degree in Education (ADE) and B. Ed (E) programs. Use of ICTs was integrated in the contents of different courses of these programs. This process was supported by USAID, Teacher Education Project for Pakistan.The increasing role of ICTs as a learning tool could cause problems for pupils who have less experience of technology or have less affinity with ICTs. Differences between pupils with different social-economic backgrounds are also mentioned in this respect but scarcely any research has been done on this (Sutton, 1991; Volman & Van Eck, 2001).

BACKGROUND

The course “ICTs in Education” was implemented for ADE/B. Ed (E) classes in 2010-11 for the first time. In this situation, it was vital to explore how successfully this course was implemented and ICTs were integrated in the pioneer institutions, so as to have baseline information for further improvement in the implementation process.

Cont:

This study was focused to investigate:

i) How the physical resources and infrastructure has contributed to implementation and integration of ICTs?

ii) How the different background characteristics of learners have added to implementation and integration of ICTs in the program?

iii) What role the teacher educators’ biographic characteristics have played in this regard?

Research Questions

A large number of world learning institutions have incorporated Information and communications technologies (ICTs) as an integral part of their teaching learning process (Juang et. al., 2008; Friedman et. al., 2009; Ismail et. al., 2010).

Teacher education has seen rapid development and international transformation due to the emergence of new technologies and new challenges to educate students (Moon, 2004a), this has resulted in restructuring and rearrangement of teaching methodology by educational institutions to better prepare their students for the future challenges (Auerswald & Magambo, 2006).

The continuous need based support in the form of training, encouragement, access and resources to teacher is very crucial for assisting them in adjusting with these new technologies and efficiently using them to improve the teaching and learning in the classroom (McDougald, 2009).

Theoretical Framework of the Study

Use of ICTs in all types of curricula has been the need of time for effective teaching in the perspective of globalization. An efficient pre-service training for implementing and integrating ICTs in education can empower the school teachers for this purpose.

There has been no widespread, systematic effort to determine how teachers’ biographic and characteristics (who must be in the vanguard of integrating ICTs into education) are associated with the integration and implementation of ICTs in instruction; how students’ knowledge and skills are affected by provision of ICTs tools in the institution.

Mixed method research design was adopted to conduct this study. Demographic profile surveys for each head, teacher educators as well as for the students who had recently completed the “ICTs in Education course” were administered. Signed consent forms informing participants of their rights and voluntary participation were secured.

The data was drawn from the surveys for heads and prospective teachers, semi-structured interviews for teacher educators, and classroom observation for different courses. The data was analysed quantitatively and qualitatively.

It was focused on probing the process of implementation of the course “ICTs in Education” and integration of ICTs in teacher training programs of ADE and B. Ed (Elementary) in seven institutions of KP and Punjab provinces of Pakistan, possibly having different characteristics.

Methodology

For collecting multiple facet data about the implementation of “ICTs in Education” course, following instruments were developed:

i) Questionnaire for head of institution

ii)Questionnaire for students

iii)Semi-Structured Interview for ICT teacher

iv)Classroom Observation

Research Instruments

Research Instruments

Population Sample

Questionnaire for head of institution

7 7

Questionnaire for students

200 170

Interviews 40 7

Classroom Observation

40 35

SAMPLING

Participants (data sources), data collection instruments, and the types of data collected for each of the research questions are detailed in following table

List of Participants(Data Sources)

Sr No

Data Sources

Data Collection Instrument

Types of Data collection

1. Heads, Teacher Educators

Survey Forms, classroom observation

 

2. Prospective Teachers

Questionnaire Demographic detail

3. Teacher Educators

Interview Face to face interview

Each sample institution was visited thrice. In first visit, consent forms and heads survey forms were administered. In the second visit, students’ survey forms were administered and the teachers who had been involved in teaching the course “ICTs in Education” were interviewed. In the third visit, on the average three classrooms of the target class of ADE and B.Ed (Ele.) were observed using observation checklist.

Data Collection Process

Data was entered into SPSS after proper coding of the quantitative data. In qualitative data, the themes were identified and allocated suitable codes.It was the aim of study to examine the effect of similarities and contrasts of the cases(institutions), the teacher, students intake, course material were the commonalities where as sources of differences likely to create variation in the cases included different pre-requisite physical facilities (building, UPS, generator, availability of electricity etc.) relevant physical infrastructure (computer labs, multi-media, ICTs resources etc.) and technical human resource (supporting staff available to facilitate faculty, teachers’ training etc.).

Data Analysis

Table1: ICTs’ facilities and Resources at institutions with Implementation score

According to heads of institutions computer labs were being used as classroom in all the institutions and in all the institutions students were allowed to use computers for their studies. In 71.4% of institutions students used multimedia in their presentation while in the remaining institutions there was no such practice. In 42.9% of the institutions, the office was in practice to provide different materials to the teachers for preparing charts and model while rest of the institutions did not provide this facility.

Different activities for the implementation of ICTs are rarely exercised in cases 2, 5 and 6, while often exercised in cases 1, 4 and7. The comparison of these cases reflects that students’ gender, students’ literacy in computer, students’ academic performance at secondary or intermediate level, and parental occupational status are not the indication of ICTs implentation ( see cross comparison of the cases). However, computer facility at home is somewhat depicter of ICTs implementation in the institution. ( It is un-answered whether this facility has been arranged due to the demand of ICTs assignments or as a luxury point of view).

Table No 2:Background Information of the Respondents and ICTs’ implementation

Table No 3: Teachers’ background and ICTs’ Implementation

Teachers’ biographic information ( academic or professional qualification, course in computer literacy or training about ICTs in Education, and teachers’ experience) were not the factors of ICTs implementation. Further detail is given under extreme cases in this study.

Sr.# StatementObservation

No Yes Irrelevant

1. Class was a computer lab with broadband internet connectivity

31 4 -

2. Classroom was having enough space for teaching and learning activities

1 34 -

3. Videos and other resources, headphones, audio-video and projector equipment were available

30 3 2

Table No 4: Setting of the Classroom with Respect to ICTs

Sr No

Subjects Contents Frequency Percentage

1. Teaching of English Speaking skills, Developing a CV, listening skills, and teaching of reading skills

12 34.3

2 School, Community and Teacher

socialization , school and family, meaning of social group, and impact of technology on society

10 28.6

3 Teaching of Mathematics

Methods of teaching of mathematics, polygon (different shapes) and, and prime and composite numbers

3 8.6

4 General Science food chain 1 2.9

5 Classroom Assessment essay type test, MCQs development

4 11.4

6 Social Studies Direct method,, characteristics of SS curriculum, lesson planning

4 11.4

7 Teaching of UrduTotal

teaching of poetry 1 2.9

Table No 5: Subjects and Contents Taught during Classroom Observation

Table No 6: Classroom Observation to examine the Integration of ICTs

*Percentages are written in bracket.

Sr.#

Aspect Observed

Observation

Irrelevant

No Yes

1. Objectives and significance of the lesson were clearly stated in the classroom

1(2.9) 33(97.1) 1(2.9)

2. Teacher appeared well prepared for the class. 6(17.1) 28(80.0) 1(2.9)

3. Handsome experience for the use of ICT was provided to the learners

29(82.9) 4(11.4) 2(5.0)

4. Use of ICTs were planned in the lesson 22(62.9) 9(25.7) 4(11.4)

5. There was two way communications through the classroom.

2(5.7) 3(8.6) 30(85.7

6. Students were provided materials from internet. 1(2.9) 24(68.6) 10(29.4

7. Assignments were relevant to the session objectives. 1(2.9) 17(48.6) 17(48.6

8. Students used internet resources. 1(2.9) 21(60.0) 13(37.1

9. Relevant learning materials were provided to the students. - 23(65.7) 10(28.6

10. Students independently used ICTs tools. - 32(91.4) 2(5.7)

11. There was smoothness in transition from one ICT to other. 1(2.9) 25(71.4) 6(17.1)

The data depicted that presence of ICTs resources does not guarantee its implementation. The cross comparison of different cases reflects that in some institutions with meager ICTs facilities and resources, different activities for the implementation of ‘ICTs in Education’ have been often exercised; where as in some other institutions having sufficient resources, these activities have been rarely exercised.

Students’ gender, their literacy in computer, their academic performance at secondary or intermediate level, and parental occupational status do not fully indicate ICTs implementation.

The analyzed data revealed that teachers’ biographic information

( academic or professional qualification, course in computer literacy or training about ICTs in Education, and teachers’ experience) were not the sole factors of ICTs implementation.

A few classrooms reflected the presence of ICTs tools. In general the educators did not seem to practically integrate ICTs in different courses of ADE/ B.Ed. Hons. (Elementary) programs.

FINDINGS

Case(Institution) 1(ICTs often exercised), 4(ICTs often exercised), 5(ICTs rarely exercised) and 7( ICTs often exercised) appeared as the extreme cases that needed further exploration behind the success or failure. The teacher in case 1 described that “my institution was lacking in ICTs resources and ICTs tools. The only tool in my hand was laptop. I had a sufficient collection of learning CDs/ DVDs that I used in my class for teaching the course. Students were exposed to these CDs/ DVDs, then they were asked to prepare lesson plan on these and present on the stage”. The ICTs teacher in case 4 was an IT expert, on inquiry he/she showed his/her portfolio that was really a reflection of ICTs implementation.

 In case 5, the ICTs teachers had a large experience of teaching at university level.

 In case 7, the ICTs teacher told that “by and large all the students at many institutions in ADE/ B.Ed. program were boarder and had stay in hostel within the boundary wall of the institution. Moreover, they had reasonable IT lab equipped with ICTs tool.

Four Extreme Cases

1. How the physical resources and infrastructure has contributed to implementation and integration of ICTs?

This finding is in line with the Fullan’s (2002) claim that implementation rather than lack of innovations is the huge problem regarding improvement reform in western countries’ educational institutions. However, these findings are contradictory to the findings by Plomp, Anderson, Law, and Quale (2009), who regarded the ICTs tools and resources as pre-requisite for the implementation and integration of ICTs in education. Despite these contrary findings, the claim by Plomp, Anderson, Law, and Quale (2009) remain important as the current study has less scope of generalization due its small sample size.

Discussion

2. How the different background characteristics of learners have added to implementation and integration of ICTs in the program? Prospective teachers’ background information in different institutions shows that for prospective teachers, academic qualification and occupation of parents, their academic scores of at SSC and HSSC level, and computer literacy do not contribute to the implementation of ICTs in Education. However, availability of computer and internet facilities at home appear as common factor for the institution with improved implementation of ‘ICTs in Education’. 3. What role the teacher educators’ biographic characteristics have played in this regard?The results indicated no contribution of qualification, training in ICTs, and teaching experience towards implementation of ICTs in teacher education. This finding is contrary to the finding of study by (Mwalongo,2010). Balanskat, Blamire and Kafal (2007) have also claimed that unwillingness of teachers to use ICTs is one of the factors that may hold back the teachers from the integration of ICTs in education.

The mainstream of the institutions lacked ICTs tools and resources. Computer, internet facility and multimedia were the most common available resources in teacher training institutions under study. Most of the institutions had no alternate resource of electricity for making computer labs in working condition in case of load shedding.

Provision of ICTs facilities and resources in the institutions, teacher educators’ qualification, teaching experience and ICTs related knowledge, and prospective teachers’ background characteristics do not have a clear contribution towards implementation and integration of ICTs in education. Perhaps, teacher educators willingness/ commitment and motivation to use ICTs may be the most contributing factors in this regard.It is recommended that educator be empowered by rigorous training and providing maximum ICTs tools and resources along with the training of technical staff in universities/colleges for proper facilitation, safe use and proper handling of available ICTs. Further research be conducted to explore psychological factors ( motivation, professionalism, self-esteem, emotional intelligence etc.) that hold back the teachers from the integration of ICTs in education. 

CONCLUSIONS & RECOMMENDATIONS

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