Navigating ICT Challenges and Effects at Rekopantswe Senior Phase Schools: Exploring Teaching and Learning Results

One of the areas in which these technological advances are dramatically influencing people’s lives is information technology and telecommunications hence the claim that we are in the midst of a ‘digital revolution’ that is driving us towards an ‘information society’. The development of human learning abilities has been changed over the past 60 years of technological innovation starting from the widespread use of the radio, through television, and finally to the mass implementation of computers and information and communication technologies (ICT). With information revolution on the go, shift towards knowledge-based economy is the prime target of all nations of the world. Also, there is a growing concern about the current trends in ICT adoption and use. Throughout the world communities are grappling with the concept of knowledge based development. Education is considered, as the most important contributing factor to nations development and achievement of knowledge economy in the era of information revolution. Education especially the primary and secondary education is important; as it is here the foundations of knowledge are led. The literature on educational technology lacks empirical research on the social practice of information and communication technology (ICT) that would enable us to extend our understanding of the barriers to adoption and integration of ICT in the educational context. The present field study was undertaken with teachers, students, parents and staff of a government primary educational institute in a disadvantaged rural area of India. Research was initiated with the investigation by adapting participatory appraisal methods suitable to a rural context. The anthropological approach used in the present research focuses on the influences of culture and society on the individual adoption behavior; it emphasizes participant observation and academic analysis of behavior through both management and consumer perspectives. The cultural capital in question includes knowledge about ICT product features and qualities, ICT skills, digital literacy, the level of education of family elders, and proficiency in English. Economic capital includes access to electricity, lack of knowledge of the ICT market, a transportation system, and ownership of ICT equipment. Social capital includes distrust of rural and semi-urban sources of ICT purchases, lack of motivation, and access to ICT. In addition to finding ways to facilitate the work of teachers and educational institutions in both formal and non-formal learning environments, the informal learning environment has to be considered. The paper explores that every culture, organizational or national, is different, and not all technologies are equally acceptable in all cultures. It brings forward the ground realities including policy concerns, failures in governmental efforts and community’s role in facilitating ICT adoption. It also highlights the role of teacher’s in promoting ICT adoption and use in education. The better we understand culture, the better we can maximize the usefulness of new information technology in the workplace. Keywords: ICT4d, educational technology, digital literacy, developing countries, barriers to technology, diffusion of innovations.

This research investigates the transformative role of Information and Communication Technology (ICT) in educational systems, with a specific focus on its impact on both teachers and students. As ICT becomes more integrated into classrooms, understanding its benefits and challenges is critical for enhancing the teaching and learning experience. The study employed a literature review approach, analyzing existing research on the use of ICT in schools, particularly focusing on its effects on student motivation, participation, achievement, and the attitudes of both students and teachers toward ICT integration. Various studies and case reports from diverse educational settings were examined to assess the overall impact. The findings indicate that ICT adoption in classrooms generally results in positive outcomes. Most studies reported a significant increase in students' motivation to learn, shifting away from traditional teaching methods. The research also highlighted improvements in students’ success rates, participation, computer skills, and overall academic achievement. However, some challenges were identified in ICT integration, particularly due to the advanced technological skills of younger generations, which, if not properly managed, could lead to misuse of technology for non-educational purposes. ICT has a transformative impact on education, enhancing student motivation, participation, and achievement. However, careful planning and oversight are required to ensure that technological advancements are used effectively in the classroom setting.

Exploring the role of attitudes, self-efficacy, and digital competence in influencing teachers' integration of ICT: A partial least squares structural equation modeling study

The frenzy of information and digital communications marked the 21st century by modernising societies and levering living standards. Policy makers of all economic spheres in the developed world reckon that information and communication technology (ICT) investment fosters economic development and performance. Recent studies in the USA and Europe indicate that investing in ICT helps achieve high growth rates in every sector of the economy. Building on recent literature reviews, this paper argues for the importance of ICT integration in higher education institutions (HEIs) in the developing world and proposes some of the major influencing factors that can help translate ICT integration into reality and serve as a major stimulant for economic development. The paper also reveals how investing in ICT enhances economic performance while focusing on the specific opportunities and the challenges obstructing the acquisition and adoption of ICT by the developing nations.

Researchers have delved in the study on ICT (Information Communication and Technology) adoption in schools worldwide. Literatures based on social approaches specify that successful ICT adoption by teachers is reliant on dynamics such as attitude, resource provision, skills among others. This paper focuses on the Project management activities associated with the ICT adoption into instructional methods by Secondary school teachers in Thika, Kiambu County of Kenya, namely Teacher Motivation and Teacher Monitoring. The theoretical framework used was the Unified theory of Acceptance and Use of Technology (UTAUT) model for ICT, The Context, Input, Process, Product (CIPP) model for Evaluation of educational project and Joint Application Model (JAD) for Project management. The respondent for the survey based study were teachers from the schools that benefited from the Economic Stimulus Program - Information Communication and Technology (ESP-ICT) project. Data for the research was carried out through administration of questionnaires to the teacher respondents. Findings discovered that the project had been unsuccessful in Teacher recognition; distribution of assignment for responsibility purposes and rewarding as Motivational tools. Further, no monitoring upgrades or indicators gave an assurance that the teachers had apprehended the initial laid down targets, consequently knowledge and communication was infrequent. The conclusion deduced from these findings was that ICT adoption by teachers was flawed and meticulous act out of the routine had to be taken in order to curtail some of the many challenges to its triumph. The paper therefore recommended the enrolment of a project manager, who would effectively drive the project through all the stages by engaging project management dimension that is characterized by planning, implementation, monitoring and organization. All these events guide to success in project attainment.

It is arguable whether the huge investment made on ICT in the school sector of Sri Lanka has been fruitful in terms of the use of Information and Communication Technology (ICT) in the instructional process. Numerous reasons may account for poor teacher involvement while the review of literature has indicated that perspectives of teachers in this context could be one of them. The purpose of this study was to model the perspectives of secondary school teachers regarding the integration of ICT in their instructional process. The research methodology adopted is Interactive Qualitative Analysis, which is an analytical framework for qualitative research and is formulated to make a systems approach to the problem under study, to model the perspectives of teachers about the integration of ICT in the classroom. Through focus groups and individual interviews, ten affinities: Principal, ICT Laboratory, Teacher-in-charge of ICT Laboratory, Student, Curriculum (Non-ICT), ICT Knowledge, Pedagogical ICT knowledge, Time, Non-ICT Teacher and Professional Development Program emerged to describe the teacher perspectives. Study of pair-wise influential relationships of the affinities identified the Principal as a primary driver and the Non-ICT Teacher and the Student as primary outcomes. The ICT Laboratory, the Teacher-in-charge of ICT Lab and the ICT Knowledge were the secondary drivers whereas the Professional Development Program, the Curriculum (Non-ICT), and the Pedagogical ICT knowledge were the secondary outcomes revealed.

The new trends of the integrating of ICT in English Class used by the researchers in Teaching English as Foreign Language (TEFL) methodology class that enables the students get more experience, knowledge and understanding. This research aims to know whether the students have positive perception on the integrating ICT in TEFL methodology class, describe the students’ attitude in learning TEFL methodology Class through the integration of ICT and get the information on the strengths and weaknesses of the integrating of ICT in TEFL methodology class from the students’ perception. The researchers conducted the research in TEFL Methodology Class. The students involved in this research were the students of fifth semester that consist of 30 students in English Department of STKIP Muhammadiyah Pringsewu Lampung. This research is qualitative research which involves case study. In collecting the data, the researchers used questionnaire, in-dept interview and observation. In getting the validity of the data the triangulation was applied by the researcher. From the research finding, the researchers got the information that the students have positive perception in ICT for TEFL methodology class, the students have positive attitude in learning, and integration of ICT for TEFL brings both strengths and weakness.

Several studies demonstrate that most immigrants feel positively about technology adoption and use, and they use information and communication technologies (ICTs) more than non-immigrants or earlier immigrants. What motivates immigrants to use ICTs? Is their motivation to use ICTs for back home connection with their families and friends, or to adjust to their new environment? What are the factors that influence immigrants' ICT behaviors most often? For this study, the author chose 24 peer-reviewed journal articles published in English between 2001-2017 to assess immigrants' motivations for ICT adoption and use. The chapter, based on the systematic review of the existing literature for a longitudinal assessment, will discuss primary motives for immigrants' ICT adoption and use, as well as identify factors that influence immigrants' behavior with respect to ICT adoption and use. Based on these influencing factors, the chapter proposes a framework of technology adoption and use by immigrants.

The persistent underutilization of Information and Communication Technology (ICT) in classroom instruction remains a critical challenge in education, particularly as global standards increasingly demand digital proficiency. This study investigated the extent to which self-efficacy and motivation influence ICT integration practices among secondary school teachers. The objective was to determine the joint and relative contributions of these psychological and motivational factors to teachers' use of ICT in instruction. A descriptive survey research design was adopted. The population comprised 3,786 public secondary school teachers, of which 398 were selected using simple random sampling across 27 schools in nine local government areas. Data were collected using three validated instruments: the General Self-Efficacy Scale (α = .87), Motivation Scale (α = .78), and ICT Integration Practice Scale (α = .73). Multiple regression analysis revealed a significant joint influence of self-efficacy and motivation on ICT integration (F(2,394) = 21.974, Adj. R² = .771, p < .05), accounting for 77.1% of the variance. Motivation (β = .481) had a slightly stronger predictive power than self-efficacy (β = .426). The study concluded that while teacher confidence is crucial, consistent motivation through training and institutional support plays a more dominant role in facilitating ICT adoption. These findings contribute to educational psychology and technology adoption literature by emphasising the need for capacity-building strategies that address both the psychological readiness and professional development of teachers. Educational stakeholders must prioritise both empowerment and support structures to bridge the gap in ICT integration and improve instructional quality.

Information and Communication Technology (ICT) is increasingly developed and widely applied in education. Accordingly, teacher-training schools are continually improving pre-service teachers' ICT capacity. However, studies on ICT integration for pre-service teachers are still scattered. In this article, the author conducts a comprehensive systematic review of studies on ICT integration for pre-service teachers using bibliometric analysis techniques. Data from the Scopus database comprising 415 studies were analyzed using VOSviewer and Biblioshiny. In addition, the research designs used in the 10 most-cited articles were analyzed. The research results show that the first studies in this field appeared in 1997, but the number of publications has increased rapidly since 2018. Australia, Turkey, and Spain are the most influential countries in this field, while scholars from Belgium, Finland, and Singapore are among the most productive authors. The authors tend to publish in sources that are not highly ranked in Scopus. Research topics related to ICT integration of pre-service teachers can be classified into three main trends, including the use of ICT tools in higher education institutions under the impact of COVID-19, ICT integration models for professional development in teacher education, and research assessing the understanding and capacity of ICT integration and digital transformation of pre-service teachers at universities. This study analyzed the research trends on ICT integration of pre-service teachers to closely monitor the rapid development of this research area.

This study, conducted in 2023, evaluated the adoption of Information and Communication Technology (ICT) tools among sugarcane farmers in Sitapur, Uttar Pradesh, and their impact on agricultural practices and income. Using a multi-stage random sampling method, 250 farmers across ten villages were surveyed. Results showed ICT adoption was positively linked with age, education, landholding size, and income. Farmers using mobile apps, SMS advisories, and digital platforms achieved 12% higher yields and 15.3% more net income compared to non-users. Key barriers included poor digital literacy, high technology costs, and weak connectivity. The study recommends enhancing rural internet access, localized digital literacy programs, and integration of ICT in extension services to foster inclusive agricultural development.

The rapid development of Information and Communication Technology (ICT) has changed the paradigm of education, including in Islamic education management. However, ICT implementation in the digital age not only offers opportunities such as increased accessibility and efficiency, but also faces complex challenges such as the digital divide, low technological literacy and cybersecurity vulnerabilities. Previous studies have not holistically addressed ICT integration in the context of Islamic education, including alignment with Islamic values and strategic solutions to existing challenges. This study aims to analyze the opportunities and challenges of ICT implementation in Islamic education management, examine its impact on learning quality, and provide strategic recommendations for optimizing ICT utilization. This research uses a qualitative method with a library research approach. Data were collected from various sources such as scientific journals, books, and related documents, then analyzed descriptively-analytically to identify patterns, challenges, and solutions in ICT integration. The results show that ICT plays an important role in improving the efficiency of education management, learning innovation, and expanding academic networks. In the context of Islamic education, ICT integration should also be aligned with ethical values and justice. The findings of this study provide practical implications for policy makers, educational institutions and educators. Strategic recommendations include strengthening digital infrastructure, continuous teacher training, data protection policies and “4P” (Infrastructure, People, Policy, Protection) based approach to ensure inclusive and sustainable digital transformation. This research also serves as a basis for the development of an ICT integration model that is relevant to the values of Islamic education.

This research study starts from the premise that the integration of Information and Communications Technologies (ICTs) in education is the key to the ultimate improvement of EFL teaching. Therefore, the purpose of this study is to determine whether the complete integration of ICTs in EFL education in Ecuadorian high schools can materialize or not by examining the diverse realities and perceptions of English teachers and students from public and private high schools. Using the quantitative methodology, this study analyzed the data obtained by administering surveys regarding the use of ICTs to 24 English teachers whose ages ranged between 26 to 50 years old and had teaching experiences that went from 2 to 25 years along with 2520 students whose ages ranged between 11 to 17 years old, equally spread among six public and six private Ecuadorian high schools in three different cities: Quito, Guayaquil, and Machala. The findings show that private high schools are better equipped technologically speaking with full access to ICTs, their staff is mostly ready to work with them and their student population has also complete access to ICTs at home at school and show a positive attitude towards such integration, whereas public high schools are poorly-equipped regarding technology, their teaching staff is under-qualified to work with said technologies in the class and their student population has little or no access to them at home, which makes them have a negative attitude towards the said process. This leads to the conclusion that the successful integration of ICTs in EFL teaching is only feasible in private Ecuadorian high schools due to their advantageous position when compared to their public peers.

Digital development for a progressive networked society

In the 21st century, Information and Communication Technology (ICT) is a critical component of innovative teaching and learning. This study looked at the impact of teachers' autonomy on their perceived ease of using ICT and the intricate relationship between the two, involving their self‐efficacy, job satisfaction, and perceived incentives to change. Using a descriptive survey approach, 311 (134 female) Indian elementary school teachers participated in the study and provided self‐reported data. A structural equation model was employed to test the mediating roles of self‐efficacy and job satisfaction, and the moderation of perceived incentives. The results affirmed that teacher autonomy had a direct and moderately positive effect on their perceived ease of ICT use. Self‐efficacy and job satisfaction significantly and partially mediated the indirect relationships between autonomy and ease of ICT use. In the three relationship paths the perceived incentive to change had a significantly positive moderation to catalyze the relationships. Considering Indian elementary school teachers' glaring lack of autonomy, this paper suggests a policy shift involving greater teacher autonomy and the use of incentives for improved efficacy, job satisfaction, and ICT use. The relationship matrix will serve as a reference for researchers and practitioners to gain a deeper understanding of the role of teacher autonomy in addressing the global issue of limited adoption and integration of ICT by school teachers.