Page 116 - ASBIRES-2017_Preceedings

Karunathilake & Vidanagama
4 DATA COLLECTION AND
ANALYSIS
The answered questionares submitted
by principals represent the current situation
of technology usage in teaching process of
this selected pool. When the research
considered above results as a whole, the
amount of ICT usage in schools is ignorable.
It states the neediness of a new
transformation method to schools. Also the
analyzed data indicate how ICT usage in
teaching has been changed with the
resources at schools such as laboratory,
projecters, Internet etc. The analysis has also
identified the impact of Urbanization, ICT
knowledge, Age limit, Langauge etc as well.
Here, it indicated several number of most
critical points when integrating ICT at
schools to be faced and required to be fixed
at the initial stage.
As analyzed above most of the schools
have Internet connectivity poor connection
quality. Majority of schools has just two
labs and need to allocate it for number of
classes. Also they are saying that they have
no idea how to bring ICT into classroom
curriculums. The project needs to inform
teachers that they should be fluent in
English language to use devices, browse
internet etc. The advantage is most of
present teachers like to change, they do not
resist the new technology as several years
before since they know the importance of
this.
5 RESULTS AND DISSCUSSION
Along with this line of reasoning, the
scale measured the capacity of the school’s
ICT implementation strategies in two
domains: (1) Enhancing a collegial exchange
of ICT knowledge, and (2) Enhancing the
mobilization of resources. Investigating
identified factors from principal’s
perspective is based on two domains to
select the schools into the pool: 1) The
capability of establishing shared visions 2)
The capability of supporting innovations in
teaching practices. Using known factors of
teacher’s views, the framework could be
sketched out with the interactions among the
construct of the ICT implementation in
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schools and the way out to overcome the
hindrances by changing these pedagogical
constructions.
Leadership; Conceptualization of
leadership was along the direction of
transformational leadership in establishing
shared visions and building innovative
capacity. The implementation of the project,
requires strong partnerships with various
industries to collaborate when accessing
government schools policies, expanding
existing resources, deployment of software
platforms, providing continuous follow-ups
etc. from all contributors. External
Leadership takes preliminary place to
impulse the internals and invest on them,
they are the Department of Education,
Digital Ministry, and 3 private sectors.
Under the leadership construct the excepted
four domains are;
1) The capability of establishing shared
vision,
2) Capability of universal knowledge flow
3) The capability of external supporting
innovations in classroom practices
4) The capability of experience sharing
School Climate; School climate has been
described as the quality of a school that
inspires teacher’s creativeness, interest and
resources needed in particular the collegial
ICT integrated relationships. According to
the view of leadership, school climate is
needed to be adjusted fulfilling basic
requirements. The changes in school climate
of this research; expectations from school;
1) Collaborative relationships through the
network between teachers & learners
2) Spirit to strive progress
3) Effective communication platform
4) High quality, creative and innovative
learning materials & teaching methods.
Teaching Practices; this building block
was harder to make since trainers have to
turn teachers from their traditional frame
even someone who does not want to
unfreeze. In this respect, analyzed
inspections were used for identifying their
weak points and provide solutions. The
curriculum of any teacher training program
should include the pedagogical perspective,