Integrating Information and Communication Technology in Schools: Existing Conditions and Challenges Through the Lenses of Teachers and Students in A Private School Network in Lebanon
DOI:
https://doi.org/10.23918/ijsses.v11i1p87Keywords:
Mabarrat School Network (MSN), ICT Integration, Mixed-Approach Method, School SubjectsAbstract
This study aimed at exploring how Mabarrat, a private school network, integrates information and communication technology (ICT) within its schools. The current study has investigated a number of variables to explore the level of ICT integration and the encountered challenges from the teachers’ and students’ perspectives. Being a mixed-approach study, 632 students and 135 teachers were surveyed through two different questionnaires, and then from the surveyed participants only 15 teachers and 47 students were interviewed upon their willingness and approval. Data were analyzed using SPSS 26.0 for windows and a thematic analysis for the interviews. Results indicated that Mabarrat school network (MSN) has reached the entry level with few aspects of the adoption level of integrating ICT in which teachers sporadically use technology tools to deliver curriculum content while the students are actively engaged in using technology tools to collaborate with others and connect new knowledge to their prior one. Few discrepancies in ICT integration level are revealed with respect to different taught school subjects, grade levels and school location. On the other hand, examined challenges include crumbling schools’ technology infrastructure, unavailability of adequate training and support, and the teachers’ dismissive attitudes and beliefs toward ICT. The study recommended policy makers to rethink the available facilities, the students’ social skills and the teachers’ professional development program that neglects technological skills
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