Factors affecting the use of ICT in the classrooms

Despite the immense benefits of using ICT in the teaching and learning, its penetration in the classrooms especially in the developing countries is still wanting. Many teachers are still using the traditional methods of using a chalk and a black wall to deliver a lesson in a presentation form to their 21st century learners.
The challengers facing the use of ICT in the classroom can be categorized into three levels; teacher-level, school-level and system-level.
A teacher without the necessary ICT skills will shy from embracing it so as to avoid the perceived embarrassment in front of the leaners. For this reason, GESCI that is working to transform the ADSI schools in Kenya among other African nations is constantly training the STEM teachers in the selected schools. The training is geared towards, among other goals, equipping the teachers with the technological skills to embrace ICT in the classrooms.
Another factor is the lack of suitable educational software. There are the financial implications in the acquisition of software and even some teachers or school administrators may not be knowing where to access the required software. Teaching using certain approaches will require specific software. For instance, teaching with a concept map requires a software like Visual Understanding Environment (VUE).
Limited access to ICT tools has equally contributed to the low penetration.
Also there exists a rigid structure to traditional educational systems. For example, classes are built without having electric sockets or even projector screen among other requirements that enable easy integration of ICT in the classroom.
Restricted curriculum like the teacher not allowed to interact with the learners during school holidays may also contribute to the teachers’ reluctance in reaching to their learners remotely.
By; Erwin Mogusu (omogusu@gmail.com)
A STEM teacher and blogger from Nyamira county – Kenya.