Ingestion and Integration of ICTs for Pedagogy in Indian Private High Schools

Autor/inn/en	Kundu, Arnab; Bej, Tripti
Titel	Ingestion and Integration of ICTs for Pedagogy in Indian Private High Schools
Quelle	In: E-Learning and Digital Media, 18 (2021) 2, S.163-184 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kundu, Arnab) ORCID (Bej, Tripti)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.1177/2042753020957493
Schlagwörter	Private Schools; High School Students; Technology Integration; Information Technology; Teaching Methods; Grounded Theory; Teacher Attitudes; School Administration; Foreign Countries; High School Teachers; 21st Century Skills; Teacher Role; Technological Literacy; Pedagogical Content Knowledge; School Policy; Teacher Characteristics; India + Suchen Sie Ihr Suchwort? Private school; Privatschule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Informationstechnologie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Ausland; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Technisches Wissen; Pädagogische Kompetenz; Schulpolitik; Indien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01