A Study On Ict Integration In Teaching English At Secondary Level And Teacher’s

Attitude Towards It, A Case Study Of Private Schools In Islamabad

Introduction

With the advent of globalization, innovative technology has taken inroads into our lives. In this
regard, education is no such exception as it has been greatly influenced by information and
communication technology (ICT).All over the world, much focus has been directed upon
introducing ICT initiatives in the educational sector as it will help in fostering knowledge based
economy. ICT has brought forth a new concept of teaching and learning that focuses more on
student learning through active construction of knowledge. This active construction comes
through the learner’s own experience as he or she engages in learning activities

Ict refers to that technology which enables communication and transmission of information. It
refers to collection of tools such as computer, internet, and radio technology in order to collect
record and transfer information. The impact of Ict in different fields like banking, business,
medicine etc has been enormous. It can also bring a positive change in the educational sector of a
country by bringing forth a different learning environment based upon active and collaborative
leraning.ict brings forth a learner centered approach than teacher centered approach which has
been widely practiced across Pakistan

In face of growing global competition, the digital technology is becoming part and parcel of
education sector. In this regard, emphasis should be laid upon the proficiency of teachers in Ict
skills so that they can translate these skills into pedagogical practices and make ample use of Ict
in classrooms. The integration of Ict in classrooms can foster a collaborative learning enjoinment
which proves to be beneficial to students and teachers alike.

In constructive learning envoirment, pupils are presented with tasks that help them learn while
actively doing things. In this regard, it is incumbent upon teachers to facilitate the learning
process by integrating Ict applications such as power point and other visual technologies. These
technologies can be applied by teachers to extend and enhance learning in their particular subject
area. In case of
Secondary education plays a pivotal role in building up the human resource of a nation that’s
why much focus is directed upon it. Application of Ict technology in classroom requires skilled
workforce of teachers which can effectively use the technology in classroom. In context of
Pakistan, it remains a question whether secondary teachers in private schools are capable enough
to integrate the technology into their teaching style. The study aims to look into the efficiency of
teachers with regard to use of Ict

However, teachers‘s perceptions and experience with technology in classroom setting is still not
known in context of Pakistan. In teaching of foreign language such as English, Pakistani teachers
face many challenges in face of changing trends in education. Nowadays, the concept of blended
learning is in air which focuses primarily upon teacher as co-learner of facilitator and not as a
sage on the stage. Blended learning is considered as combination of traditional face to face
teaching along with use of online web based technology. In general, Little john and Pegler
suggests that blended learning is about a mixture of instructional modalities (i.e. onsite, web-
based and self-paced learning), delivery media (e.g. the Internet, classroom sessions, web-based
courses, CD-ROMs, video, books, or PowerPoint slides), instructional methods (i.e. face-to face
or technology-based sessions), and web-based technologies, both synchronous and asynchronous
(e.g. chat rooms, wikis, virtual classrooms, conferencing tools, blogs, textbooks or on-line
courses)..

English is considered as “language of globalization” so considerable importance has been

attached to it in Pakistan. At secondary level, it has been included in curriculum as compulsory
subject from grade one. Ict has potential to provide students with rich and diverse learning
experiences. Lee (2000) has pointed out the benefits of internet in enhancing learner’s
motivation. In this regard, internet can be used as a valuable tool since it motivates the students
to achieve linguistic proficiency. Other reasons for using Ict in English classrooms include
interactive nature of learning and availability of digital, textual, graphic and audio features that
makes language learning more interesting.

In case of Pakistan, teachers face multifaceted internal and external barriers with regard to
integration of Ict in their teaching style. These key barriers include access to Ict technology,
traditional educational culture and training. But in face of changing educational trends, Ict based
training workshops are being organized in order to give an insight that how teachers can
successfully integrate Ict into their lesson plan. In this regard, teacher’s philosophy, pedagogical
views and beliefs are very important since it shapes the teaching practices. Ertmer (1999) also
pointed out ‘teachers do not automatically use technology to achieve advocated meaningful
outcomes’. Their self efficacy, beliefs and attitudes have impact upon their frequency and
successful use of Ict.

Rogers also pointed out that people’s attitudes towards computer use or technology shapes their
decision regarding use of Ict. In this regard, successful adoption of Ict technology requires a
positive attitude of user. The positive attitude shapes the behavior of the teacher in the classroom
setting. Attitudes are considered to be comprised of cognitive, behavioral and affective elements.
Ajzen (1988) suggests that cognitive factors relate to perception towards an object, affective
refers to feelings and behavioral refers to response towards object In case of Pakistan, this idea
carries considerable importance since it entirely depends upon the teacher’s willingness and
initiative that how much enthusiastic or keen a teacher is in adopting the innovative technology.

Statement of Problem

In face of worldwide view that Ict integration in education can improve the quality of life for
individuals in developing the society into knowledge based economy, many researchers
suggested that other factors also play a very important part. In private schools at secondary level,
these factors include access to technology, willingness on part of teacher to incorporate it in his
teaching style as well as teacher’s attitudes and beliefs.

In Pakistani scenario, much research had been carried out with regard to implementation and
integration of Ict at higher educational level but teacher’s role as primary agent of change has
been hitherto ignored. With regard to Ict integration, teacher’s motivation and perception needs
to be examined. The factors needs to be identified that makes them embrace or reject Ict or
whether they actually make use of technology or not. The question remains that factor such as
age, gender, access to technology and computer competence influence teacher’s attitude towards
adoption or rejection of technology.
This study would give an insight into the hard ground realities with regard to Ict integration in
classrooms. It would aim to evaluate the actual use of Ict in teaching of English subject at
secondary level rather than embracing the widely held belief that private schools employ most
modern technology as a means of instruction. Secondly, it would also throw light upon English
teacher’s attitudes and beliefs regarding use of Ict in schools.

Research Questions

In this study, the research questions are as follows:

1) To what extent, English teachers use Ict in classroom

2) To what extent, English teachers in private schools are equipped with ICT skills
3) What are the attitudes and perceptions of English teachers with regard to Ict use in
classroom

Research Objectives

Following are the research objectives of this study

1) To analyze and evaluate the use of Ict in English classrooms.

2) To identify the factors that influences teacher’s perception regarding use of Ict in
classrooms

Research Methodology

The purpose of this research is to find out the current status of Ict implementation in teaching of
English at secondary level. Besides this, it also explores the teacher’s perception and attitude
including factors like competency of teachers, access to technology and their beliefs. The
teachers from the private schools were selected on basis of convenient sampling. The instrument
used in this study will be adapted from the questionnaire developed by previous researchers that
has used to assess teacher’s perceptions and beliefs.

The population of this research comprises of higher secondary school teachers of private schools
of Islamabad. The data is collected through mixed method approach which implies that it uses
both qualitative and quantitative method. It includes use of ethnography and questionnaire.
Ethnography is used to observe the frequency or degree of Ict use in the English classrooms and
also to develop rapport with the teacher and student in order to evaluate the teaching style of
teacher. Besides this, questionnaire is also used in order to elicit responses from English teachers
that how much they use Ict in their English class and how they think it affects their teaching
style, their relation with students in the classrooms and role of teacher. Furthermore, teacher‘s
attitudes towards Ict integration were further determined by using a likert scale that comprised
one section of questionnaire.

Significance

In context of Pakistan, there is difference in degree of adaption of Ict at secondary level. The
study will identify the degree of adaptation of Ict in private sector. In case of developing nation
like Pakistan, such educational gaps can result in dichotomy in productivity of skilled manpower
resource at macro level. So this study will contribute in identifying the gaps as well as evaluate
the Ict proficiency of teachers at secondary level. In this regard, the role of teacher can’t be
ignored because he facilitates the process of learning. The study will also aim to find out whether
Ict tools are feasible enough to be used by English teachers at secondary level.

In case of Pakistani educational sector, Ict has been used at higher level of education i.e.
universities and colleges but not at primary level or secondary level. This future-oriented
scholarly research adds some rigor to the discussion of educational policy and planning,
administration, and ICT integration at the secondary level from a Pakistani perspective. The
recommendations and empirical evidence collected from this study are important contributions to
the literature. The study will be significant in pointing out the barriers that constrain the
successful implementation of Ict at secondary level

Theoretical Framework

In developing countries like Pakistan, teacher’s attitudes, perceptions and beliefs play a
significant role in adoption of Ict as a pedagogical practice. The study is based upon the
theoretical framework of roger’s theory of diffusion of innovation and Ajzen and Fishbein’s
theory of Reasoned action. Both these theories relate that how attitude and perceptions of
teachers with regard to Ict adoption shapes their teaching practice. In this regard, Rogers also
asserted that attitude determine whether a person is willing to adopt new innovation or not.

An innovation is defined by Rogers as “an idea, a practice or object that is perceived as new by
individuals”. On the other hand, diffusion is explained as “the process by which innovation is
communicated through certain channels over time among the members of a social system
“Rogers in his theory stated that local envoirment plays a very important role in adoption of any
technology or innovation. So central to the concept of innovation is the idea of adoption. An
individual’s attitude determines his adoption of technology

In his model, Rogers pointed out factors that determine individual’s attitude towards the
technology innovation. An individual’s attitude is what determines whether he accepts or rejects
its adoption. In terms of education, adoption or rejection of technology depends entirely upon the
teacher because she is the link between the technology and the pupil. Thus, teachers are
considered to be the main stakeholders because it’s their attitude which directs theirs decisions
regarding use of Ict in classrooms.

Rogers described five major aspects of innovation that influences the attitudes of users. These
aspects include relative advantage, compatibility, complexity, observability and trialability. The
first attribute is relative advantage that the new innovative technology possesses over the
previous. The second is compatibility that how much compatible new technology is with the
local and cultural envoirment in which it is introduced. The third attribute is complexity that how
much complex the technology is considered to be in the existing socio-cultural system of society
whether it is perceived to be user-friendly or difficult.

The fourth attribute of innovation as suggested by Rogers is observalbility. It shows the degree to
which the technological innovation seems to be beneficial or fruitful in its use. Lastly, trialability
relates to the practical experimentation with the technology in order to ascertain whether it can
be used or not before reaching at any decision of adoption or rejection. In classroom setting at
secondary level, these attributes may influence the decision of the teacher that whether Ict should
be adopted or not.

Rogers (1995) also brings to light the stages that occur in the process of decision making. These
stages are knowledge, persuasion, decision, implementation and confirmation. The individual
who adopts the technology must pass from these stages that begins with knowledge of an
innovative technology and leads to developing an attitude and finally reaches at making a
decision with regard to adoption or rejection of a technology. Then, decision making is followed
by a “confirmation of decision”. Since Ict has been introduced in Pakistan at higher educational
level so the focus of this study will revolve around first three stages that how it fosters the
innovative decision making among teachers at secondary level.

The theory also focuses on diffusion process. Previous researches that have been carried out
usually focuses upon three main aspects of diffusion process that relates with innovation
attributes, individual innovation and decision making process. The innovation attributes relates
to the characteristics which influence the decision making process of teachers whether to adopt
or reject the technology. This process suggests that whether innovative technology has been
successfully diffused or not which is evident from Ict integration in classroom.

In the present study, roger’s theory has been used as a theoretical framework in order to find out
the adoption and integration of Ict by teachers. The study also aims to determine the attribute of
innovation attributes such as relative advantage, compatibility, complexity and observability by
examining the teacher’s attitudes and perceptions. The relationship between attitude and
behavior was proposed by Ajzen and Fishbein in their theory of Reasoned action. According to
this theory, a person’s intention to perform behavior is combination of attitude as well as
subjective norms. Ajzen and Fishbein defined attitude as “positive or negative feeling associated
with performing a behavior”. They indicated that attitude comprises of three elements: cognitive,
affective and behavior. In this study, the attitude and perception of teachers will be measured by
assessing these three components of attitude with the help of likert based questionnaire.

The theory of reasoned action also asserts that individual’s behavior is rational and is based upon
an individual’s assessment of the information available. In present study, the theory relates that
hoe teacher’s behavior that is adoption or rejection of Ict is determined by their attitudes.

.Literature Review

Voogt (2008) brings to light the educational values of 21 st century that are consistent with the
expectations and values of the 21st knowledge society. these values requires new pedagogical
approaches in order to cater to the needs of 21 st century knowledge society such as learning
centered approach, collaborative learning and problem solving approach. These approaches are
of key importance in knowledge society. In this regard, Ict centered pedagogical approach
occupies a pivotal place in the 21st century.

Retallick and shamim carried out a study at Aga khan University, Institute for educational
development (AKU-IED). This study aims to identify the challenges and issues regarding use of
CMC in order to enhance the learning outcomes of students. The study reveals that well designed
CMC tasks can facilitate students in achieving deep learning through knowledge construction
and sharing. This knowledge construction can be achieved through their interaction with the
content followed by online discussion with peers. The study also points out the role of tutor as
it’s the task of tutor to design the pedagogical tasks and then ensure completion of these tasks

Another study carried out by sheikh and khoja investigated the challenges and problems faced by
Pakistan higher education system with regard to integration of Ict. The study highlighted that low
standard of higher education is mainly due to exclusion of Ict in higher education system. In
order to transform Pakistan into knowledge based economy, Ict should be integrated into the
higher education system of Pakistan. The challenges that lie ahead in this regard include
inadequate technological infrastructure, lack of planning and high technology sustainability cost.
The study calls for a robust policy which can help in integrating Ict in.pakistan

Another study with regard to impact of integration of ICT in second language education was
carried out in Taiwan. The study points out that integration of ICT learning helps in creating a
virtual learning envoirment. It also helps in facilitating the students in the process of learning
second language by engaging them in critical thinking, problem solving and communication
skills through online activities.

Muneer, nisar and shad carried out a study that proposes positive impact of Ict in educational
sector. The study affirms that Ict can help in accelerating the learning and knowledge skills of
students. It also shows that integration of Ict at higher educational level helps not only in
enriching the educational sector but also enhances the educational efficiciency of students. Ict
technologies can enable the students to prepare their educational tasks and assignments more
effectively. In this regard, digital libraries and availability of internet can enable students to
access plethora of available information. This study concluded the positive impact of Ict upon
the educational sector in Pakistan

Another research carried out by Ali and Proctor (2004) also suggested the dire need of ict
implementation in Pakistan. Pakistan lags behind other neighboring and developed countries
where Ict has been integrated into the educational sector. The study also cited examples of
schools of developed countries which have incorporated Ict into curriculum and students will
prove to be a valuable asset for their nation in the future. The successful integration of Ict at
school level can pave way for effective utilization of modern digital technology Iftikhar Ali and
John Proctor-(2004) Information and communication technology (ICT) education in The City
School, Pakistan.

Teo, Chai, Hung and Lee (2008) suggested that the teacher-centered approach involves teaching
to transmit knowledge, where teachers are the main source of knowledge, whereas the learner-
centered approach involves teaching to achieve knowledge construction, where learners make
sense of knowledge in a communal context. Three dimensions, (1) information resource; (2)
information tools for searching for and processing information and for emphasizing interactions
between students and the subject domain content; and (3) learning tools for demonstration and
practice in specific subject matter, have been identified in the examination of teachers’
perceptions of the use of ICT tools

A study by (Teo and van Schaik 2009) also points out the importance of teacher’s perceptions
regarding use of ict because its their perception of technology which let them use Ict in the
classroom. Thus their perception and experience not only influences their use of technology but
also shapes student learning. In this way, teacher’s perceptions are important because it enable
them to provide students with rich and diverse learning experience.

Another study carried out in Swedish lower secondary schools posits that integration of Ict can
bring about a revolutionary change in the educational practice of teachers .it also suggests that
media technology serves as a “fulcrum” that it functions as a kind of turning point with regard to
prevalent educational practice thus bringing about a complete reorganization and reorientation of
the educational practice. This reorientation of educational practice also challenges teacher’s
power because use of Ict reframes the teaching content of school subjects rather than previous
held advantage of teacher based on textbook.

Albirini undertook a study that investigated the EFL teacher’s attitudes in Syria towards Ict
integration. The teachers affirmed the value of technology and considered it as a valuable tool in
field of education. The favorable attitude of teachers towards Ict integration proves to be
beneficial in bringing about a positive change in the classroom setting. But the study also points
out that incorporation of innovative technology in education requires pedagogical and curriculum
changes in order to adapt the current educational system to the technology innovation. In this
regard, computer competence of teachers also plays a positive role in shaping teacher’s attitudes
towards Ict and higher competence in computer may compel the teachers to integrate it in their
teaching practice
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