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IDENTIFICATION OF A FRAMEWORK FOR IMPLEMENTING ICT IN SRI LANKAN SECONDARY
EDUCATION SYSTEM
teachers skills and opinions related to ICT in pool of 50 schools to be implemented the
education. Throughout this study, it project plan. Factors identified from the
evaluated the impact of ICT on teaching and principal feedbacks and the principal’s
learning and has made recommendations for perspectives were used to select this pool of
policy development (Department of Education schools.
and Science, 2008).
The nomination form collected
Many studies have focused on quantitative data of the resources that has
measuring the impact of variables at class been allocated for the schools and how it is
level, such as computer attitudes of both utilized by the school process and the
teachers and students (Al-Zaidiyeen, Mei, & principal’s awareness of the ICT tools.
Fook, 2010; Tondeur, 2004; Hermans, Other than that, it has designed to gather
2008), computer experience (Williams, qualitative data of principal perspective. The
Coles, Wilso, Richardson, & Tuson, 2000), data collection instrument has provided
and gender differences (Jennifer D. Shapka, space to express their impression related to
2003). effective use of ICT tools in teaching
Moreover, both pre- and in-service process.
teachers need to be specifically trained in Descriptive analysis was used to
order to integrate ICTs in their teaching. identify the next step to be implemented.
Ang’ondi’s (2013) aimed the project of the Since the responds from principals are not
government of Kenya rolled out the ESP – enough to outline a framework, randomly
ICT in which it aimed at equipping 1050 selected 10 teachers from 50 selected
schools with ICT infrastructure and capacity schools interviewed to get feedback from
building of teachers in the area of ICT their perspectives as well. A blend of
integration. It was expected that the current quantitative and qualitative evidence
and future inventions will inject the much collected from teacher-trainees through a
needed infrastructure, skills and attitudes questionnaire.
necessary to spur ICT integration in
teaching and learning in schools. Respondents had the opportunity to
express their thoughts about their personal
3 METHODOLOGY experiences with the use of emerging
According to the research problem, the technologies. Irrespective of the quantity
study explores a framework to transform the and quality of technology placed in
school system by integration of ICT and classrooms, the crucial point is how those
freeze the education system as long-lived tools are used by the teacher. Thus teachers
implementation until they adapt to the must have the competence and the right
changes. So that, before proposing the attitude towards technology.
framework, this research needed to identify This research explores the impact of
the backdrop to find the reasons why the
projects has failed until today. In here, ICT implementation on teaching practices
mainly two personals in the schools and how teaching practices interact with a
requested for an interview, they are teachers variety of contextual factors.
and principals. The first 60 schools were In viewing ICT implementation as a
selected randomly to interview the
principal’s perception about the ICT process of relations between implementers
integration in their school and to check their and their circumstantial factors with a view
readiness to the educational changes. A to targeting changes in teaching and student
nomination form collected from principals at learning, this study has bridged the research
gap by constructing a framework to
the awareness program organized for 60
principals were the access card to the next eliminate affecting factors when changing
teaching and learning practices.
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