The ICT use in Schools can appear to be a challenge itself. Upon the introduction of use of computers in schools in general and classrooms as a teaching tool in particular, there was a misconception in the United Kingdom that it would replace the teachers in the classroom, leaving many of them jobless and this led to the high resistance by the schools against the use of these tools in classrooms.
Types of Challenges facing ICT use in Schools
Today, the challenges over the use of ICT-mediated methods have taken a new shape. Some research results attribute the failure by the teachers in some schools to use the available ICTs to the lack of motivation on the part of the school management authorities.
Ertmer cited by Steyn, and Van Greunen (2014) classified these challenges over the use of ICT-mediated teaching methods into 2 categories, namely, extrinsic to the teacher or “first-order-challenge” and intrinsic to the teacher, or “second-order-challenges.
The first-order challenges include, the lack of resources such as:
- unavailability of ICTs in the school or their shortage,
- the lack of infrastructure necessary for installation or ICT use in Schools,
- lack of time,
- lack of technical support, which include the professional development or training, considered as one of the most crucial for the integration of ICT in education and the lack of access to the ICTs already available in schools.
The second-order challenges on the other hand, which are intrinsic to the teachers and mostly associated with the teacher’s belief system, include:
- the teacher’s attitude to the ICT use in Schools,
- the methods preference and
- the teacher’s philosophy concerning the teaching-learning.
Resistance to Change
Human beings are averse to change. A lot do not want to see computer as a companion, a teacher or an assistant. Rather, they see computer as an enemy that could relieve them of their jobs. Just as teachers initially kicked against the introduction of instructional television, some teachers are kicking against the introduction of computer in education.
The clamour for computer literacy is expected to keep the teachers and all those involved in education abreast global development in Information and Communication Technology (ICT) but people, teachers, students, businessmen, etc. not ready to change because of wrong perception.
Inadequate Training
For computer to be relevant in education, there should be regular training for both teachers and students to keep abreast of developments in computer, telecommunications and communication technology so that there can be proper integration of new innovation and the curriculum.
Cost, Maintenance and Adequate Replacement
Cost is one of the bane of computer integration in education. Computer hardware are expensive. Even though they have become portable in size, less heavy and a bit affordable, not everyone can afford it. Only a few could afford this, except if they want to buy the fairly used ones that are almost outdated. This will, however, amount to a waste of some money.
The software are not cheap either and the manufacturers keep on changing them which makes it difficult to replace damaged ones and the computer becomes a junk.
The high cost of hardware and software coupled with the problems of maintenance as a result of constant change of software and hardware, make computers less available in institutions of learning for both academic and administrative purposes.
Government Policy
Government enacted the National Policy on Information and Communication Technology (ICT) but there is no proper follow-up. No machinery is put in place for implementation. Thus the impact of computer as entrenched in the policy is not felt.
Electricity Supply
Computer operation depends largely on electricity supply. In most developing countries, electricity supply slows down the pace of the progress expected to be made in computer application in education. Where they depend on generating set as an alternative to public electricity supply, the cost of maintenance is so high and this cannot result in optimal service.
UNDESIRABLE PRACTICES IN ICT USE IN SCHOOLS
Theft of hardware
This ranges from theft of accessories to removing laptops, or cellular phones, either in someone’s home, car or office. These hardware may contain valuable materials like theses, project research, reports or collection of documents. It is, therefore, advisable that there is a backup of every work to prevent loss of valuable materials.
Theft of software and data – including music
Some people are fond of downloading information and using them for commercial purposes. Such affect original owner of materials and even discourage people from venturing into developing such materials. Such materials downloaded also lack originality.
Theft of time and services
Some employees – teachers, administrative staff, etc., steal their employers’ computer time to play online games, home video or even dip into web pornography. A private school proprietor in a developing country bought some computers to teach the practical aspects of computer to the students. Three of the students disappeared from the class immediately the lesson started only to resurface with some home videos which they intended to play on the computer – a misplaced priority.
Theft of information
Vital information files could be infiltrated upon by information thieves. There have been cases of workers in examination bodies of some developing nations swapping names, numbers and marks of qualifying examinations. Some dubious administrators can implicate their colleagues by scanning their signatures on malicious documents. Files should be properly handled by putting password on them to deter unauthorised persons from gaining access to such files. Care must be taken that you do not forget your password.
Problems affecting computer application in education are innumerable. You can however delve into some of them.
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