ISSUES AND CHALLENGES OF ICT INTEGRATED TEACHING AND LEARNING AT PRIMARY LEVEL – AN INVESTIGATIVE STUDY

Authors

  • Shabana Akhtar, Muhammad Roshan

Abstract

The purpose of this research study was to explore the challenges that private schools’ primary teachers and coordinators faced while integrating technology into their institutions and the solutions they came up with. The administrators and teachers of schools were provided training on technology integration to promote high-quality education at the elementary level and to ensure the effective application of integrating technology in education and information. This research explored the issues and challenges experienced by teachers and administrators of schools in ICT integrated teaching and learning and to find out strategies they used to overcome the issues. The research study used a phenomenological method and was qualitative in character. Semi-structured interviews and an online questionnaire were used as the data collection tools. Purposive sampling was used to get the data for this research article. Ten teachers and school administrators from Karachi's private schools made up the sample. Interviews and online surveys served as the data gathering tools. The Pedagogical and Content Knowledge (TPACK) paradigm was used for the research article. The findings suggested that difficulties integrating technology into education stem from instructors' subject-matter expertise, didactic abilities, and technological comprehension at the same time as technology acceptance. In certain instances, it was difficult to get teachers' comprehension and conduct about the implementation of technology. The findings indicated that the problems may be solved by ongoing professional development, which will prepare instructors for dealing with technological problems by leading and teaching them.

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Published

2022-12-30

How to Cite

Muhammad Roshan, S. A. . (2022). ISSUES AND CHALLENGES OF ICT INTEGRATED TEACHING AND LEARNING AT PRIMARY LEVEL – AN INVESTIGATIVE STUDY. Pakistan Journal of Educational Research, 5(4). Retrieved from https://pjer.org/index.php/pjer/article/view/665