Ingestion and integration of ICTs for pedagogy in Indian private high schools

In most cases, private schools in India are considered to have sufficient ICT resources for teaching-learning in 21st century classrooms and are assumed to be leaders in technology integration in the school pedagogy in this country. This study aimed to investigate the state of ICT integration and th...

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Bibliographic Details
Published in:E-learning and digital media 2021-03, Vol.18 (2), p.163-184
Main Authors: Kundu, Arnab, Bej, Tripti
Format: Article
Language:English
Subjects:
21st Century Skills
Foreign Countries
Grounded Theory
High School Students
High School Teachers
Information Technology
Pedagogical Content Knowledge
Private Schools
School Administration
School Policy
Teacher Attitudes
Teacher Characteristics
Teacher Role
Teaching Methods
Technological Literacy
Technology Integration
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Summary:In most cases, private schools in India are considered to have sufficient ICT resources for teaching-learning in 21st century classrooms and are assumed to be leaders in technology integration in the school pedagogy in this country. This study aimed to investigate the state of ICT integration and the degree of expertise these schools have attained. A survey of forty teachers from twenty purposively selected private high schools was conducted using a set interview protocol. Data were analyzed following the grounded theory approach. Results revealed that despite a high level of appreciation among teachers of the importance of ICT integration into teaching and learning classroom integration was not found problem-free. Several debilitating factors evolved including, a lack of ICT infrastructure, a lack of institutional encouragement, weak policies, and above all a lack of sufficient skills among teachers at all levels- technological, pedagogical, and integrative. This shows poor conviction in the hypothesis that private schools are good at ICT integration. Based on the analysis the study proposed 3E-Model along with a program of action for its implementation to improve ICT integration by dampening down the challenges and recommending schools to establish independent authorities; for example Working School Governing Bodies (WSGBs) that would look after the model and issues relating to the promotion of ICT integrated pedagogies in schools.
ISSN:2042-7530
2042-7530
DOI:10.1177/2042753020957493