The Challenges and Opportunities to Formulate and Integrate an Effective ICT Policy at Mountainous Rural Schools of Gilgit-Baltistan
Abstract
:1. Introduction
2. Conceptual Framework
2.1. Principal Role
2.2. School Readiness
2.3. Systematic ICT Integration Models
2.4. ICT Policy Indicators
3. Research Objectives
- To explore the principals’ competence and motivation towards formulating a policy on ICTs on gender wise at the school level.
- To find the school’s ICT policy potentials (opportunities) and challenges on the way to its implementation on gender wise at the school level.
4. Research Method
4.1. Participants
4.2. Instruments and Procedures
4.3. Data Analysis
5. Results
5.1. Demographic Analysis
5.2. Principal Competence of ICT Tools
5.3. School ICT Policy Potentials (Opportunities) and Challenges
6. Discussion
6.1. Qualified Young Principals as an Asset to Schools
6.2. Principal Competence
6.3. ICT Integration Challenges
7. Recommendations
- Empower and encourage school principals to develop an ICT policy at the school level.
- Schools should develop a mechanism on how to implement the policy at the practice level [29].
- Schools should keep a national ICT policy document before formulating its own ICT policy.
- Provide all required ICT resources such as ICT equipment and trained human resources, etc.
- Proper budgetary plan for implantation of ICT at the school level.
- Provide trainings on ICT policy formulation and integration in teaching and learning practices at their schools.
- There should be an effective and efficient evaluation and monitoring system at the school level [42].
8. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Main Indicators | Effective School Level ICT Policy Indicators |
---|---|
Infrastructural Setting | Technology infrastructure, Classroom arrangement, Electricity, computer labs location, effective Local Area Network (LAN), multimedia projectors, Interactive white board, Digital camera, video conference hall [12,13,14]. |
Integration Factors | Open source software tools, training models for teaching and learning, efficient learning environment [15], perceptions of School community and their willingness to integrate ICT [16], connection of Internet, Learning Management System and open educational resources (OER), integration of ICT in the curriculum [17,18,19,20,21]. |
Competence and resources | Vision of the Principal about ICTs and skills about the computer, motivational skills for ICTs integration at the teaching, learning, and administration level, willingness of teachers, attitudes of teachers, professional development, and belief, Students motivation and learning abilities. The coordinator’s role for integrating ICTs and operating online learning related tools [7,10,22,23,24,25]. |
Age of Respondents | Respondents Gender | Respondents Qualification | ICT Training or Certificate | ||||||
---|---|---|---|---|---|---|---|---|---|
Male | Female | No | Yes | ||||||
N | % | N | % | N | % | N | % | ||
20 to 25 | 13 | 16 | 9 | 11 | Intermediate | 2 | 2 | 5 | 6 |
25 to 30 | 23 | 28 | 6 | 7 | Undergraduate (14 Years) | 9 | 11 | 12 | 15 |
30 to 35 | 11 | 13 | 4 | 5 | Master (16 years) | 21 | 26 | 22 | 27 |
35 to 40 | 5 | 6 | 2 | 2 | Master (18 years) | 5 | 6 | 6 | 7 |
40 and above | 6 | 7 | 3 | 4 |
ICT Hardware Competence | Disagree | Agree | Software Items | Disagree | Agree | ||||
---|---|---|---|---|---|---|---|---|---|
N | % | N | % | N | % | N | % | ||
Computer | 15 | 18.3 | 67 | 81.7 | Publishing tools (e.g., Publisher, Page maker) | 13 | 15.9 | 69 | 84.1 |
Printers | 14 | 17.1 | 68 | 82.9 | Word processing, Presentation, Spreadsheet | 20 | 24.4 | 62 | 75.6 |
Scanners | 15 | 18.3 | 67 | 81.7 | Database (MS Access) | 25 | 30.5 | 57 | 69.5 |
Interactive whiteboard | 24 | 29.3 | 58 | 70.7 | Image processing (e.g., Photoshop) | 23 | 28 | 59 | 72 |
Multimedia (Overhead Projector) | 10 | 12.2 | 72 | 87.8 | Drawing tools | 19 | 23.2 | 63 | 76.8 |
Communication Tools | Knowledge about teaching and learning tools | ||||||||
13 | 15.9 | 69 | 84.1 | Learning management system software | 19 | 23.2 | 63 | 76.8 | |
Chatting (Yahoo Messenger, Skype, etc.) | 14 | 17.1 | 68 | 82.9 | Open Educational resources | 20 | 24.4 | 62 | 75.6 |
Blogs | 15 | 18.3 | 67 | 81.7 | Internet for search resources (ICT for schools’ resources, training, teaching, and learning materials | 16 | 19.5 | 66 | 80.5 |
Wikis | 11 | 13.4 | 71 | 86.6 | Schools project websites | 10 | 12.2 | 72 | 87.8 |
Social sites (e.g., Facebook, twitter, Hi5 etc.) | 18 | 22.0 | 64 | 78 | Ministry of education website | 15 | 18.3 | 67 | 81.7 |
Items | Disagree | Agree | ||
---|---|---|---|---|
N | % | N | % | |
Lack of Infrastructure | 9 | 22 | 64 | 78 |
Financial constraints | 15 | 18.3 | 67 | 81.7 |
Lack of Interest | 17 | 20.7 | 65 | 79.3 |
Lack of technical staff | 12 | 14.6 | 70 | 85.4 |
Lack of time | 0 | 0 | 82 | 100 |
Lack of awareness | 10 | 12.2 | 72 | 87.8 |
Lack of training from head office | 0 | 0 | 82 | 100 |
Items | Disagree | Agree | ||
---|---|---|---|---|
N | % | N | % | |
Lack of organizational/school level ICT policy planning | 7 | 15.9 | 69 | 84.1 |
Lack of regular body for ICT policy formulation and review in schools | 24 | 29.3 | 58 | 70.7 |
Lack of ICT policy at provincial/regional context | 20 | 24.4 | 62 | 75.6 |
Lack of involvement of stakeholders in the formation of an ICT policy plan for schools | 28 | 34.1 | 54 | 65.9 |
Lack of proper follow national ICT strategy and policy | 11 | 13.4 | 71 | 86.6 |
Lack of local community support technically and financially | 17 | 20.7 | 65 | 79.3 |
Lack of policy planning for an ICT awareness campaign in social, ethical, career, and legal issues for school communities and communities/parents | 22 | 26.8 | 60 | 73.2 |
Lack of empowerment and freedom to the principal for developing school level policies | 17 | 20.7 | 65 | 79.3 |
Lack of support and sharing the existing ICT policy of any school with counterparts or near-by schools | 14 | 17.1 | 68 | 82.9 |
Respondents Gender | N | t | df | Sig. (2-Tailed) | Mean | Std. Deviation | Std. Error Mean | |
---|---|---|---|---|---|---|---|---|
Hardware Tools | ||||||||
Computer | Equal variances assumed | 82 | 0.377 | 80 | 0.707 | 3.645 | 1.385 | 0.235 |
Equal variances not assumed | 0.358 | 38.568 | 0.723 | |||||
Printers | Equal variances assumed | 82 | 1.008 | 80 | 0.316 | 3.494 | 1.332 | 0.225 |
Equal variances not assumed | 0.983 | 40.738 | 0.332 | |||||
Scanners | Equal variances assumed | 82 | 2.107 | 80 | 0.038 | 3.357 | 1.262 | 0.214 |
Equal variances not assumed | 2.008 | 38.938 | 0.052 | |||||
Interactive whiteboard | Equal variances assumed | 82 | 0.776 | 80 | 0.440 | 3.205 | 1.312 | 0.221 |
Equal variances not assumed | 0.758 | 40.923 | 0.453 | |||||
Multimedia (overhead projectors) | Equal variances assumed | 82 | 0.612 | 80 | 0.542 | 3.756 | 1.211 | 0.204 |
Equal variances not assumed | 0.600 | 41.206 | 0.552 | |||||
Software Tools | ||||||||
Publishing tool (e.g., Publisher, Page maker) | Equal variances assumed | 82 | −0.238 | 80 | 0.812 | 3.673 | 1.221 | 0.203 |
Equal variances not assumed | −0.241 | 43.891 | 0.811 | |||||
Word processing, Presentation, Spreadsheet | Equal variances assumed | 82 | 0.625 | 80 | 0.534 | 3.349 | 1.282 | 0.213 |
Equal variances not assumed | 0.649 | 46.795 | 0.520 | |||||
Database (MS Access) | Equal variances assumed | 82 | 1.133 | 80 | 0.261 | 3.152 | 1.394 | 0.233 |
Equal variances not assumed | 1.152 | 44.582 | 0.256 | |||||
Image processing (e.g., Photoshop) | Equal variances assumed | 82 | 0.294 | 80 | 0.770 | 3.297 | 1.339 | 0.225 |
Equal variances not assumed | 0.290 | 41.837 | 0.773 | |||||
Drawing tools | Equal variances assumed | 82 | 1.028 | 80 | 0.307 | 3.342 | 1.404 | 0.236 |
Equal variances not assumed | 1.029 | 43.025 | 0.309 | |||||
Communication Tools | ||||||||
Email (Gmail, Yahoo, Hotmail, etc.) | Equal variances assumed | 82 | 0.471 | 80 | 0.639 | 3.446 | 1.274 | 0.216 |
Equal variances not assumed | 0.449 | 39.014 | 0.656 | |||||
Chatting (Yahoo Messenger, Skype, etc.) | Equal variances assumed | 82 | −0.294 | 80 | 0.769 | 3.665 | 1.195 | 0.198 |
Equal variances not assumed | −0.310 | 48.291 | 0.758 | |||||
Blogs | Equal variances assumed | 82 | 0.558 | 80 | 0.578 | 3.662 | 1.147 | 0.191 |
Equal variances not assumed | 0.577 | 46.398 | 0.567 | |||||
Wikis | Equal variances assumed | 82 | 1.723 | 80 | 0.089 | 3.619 | 1.214 | 0.208 |
Equal variances not assumed | 1.575 | 35.955 | 0.124 | |||||
Social sites (e.g., Facebook, Twitter, Hi5, etc.) | Equal variances assumed | 82 | 1.361 | 80 | 0.177 | 3.423 | 1.315 | 0.222 |
Equal variances not assumed | 1.330 | 40.989 | 0.191 | |||||
Teaching and learning Tools | ||||||||
Learning management system software | Equal variances assumed | 82 | 1.155 | 80 | 0.252 | 3.491 | 1.414 | 0.237 |
Equal variances not assumed | 1.165 | 43.878 | 0.250 | |||||
Open Educational resources | Equal variances assumed | 82 | 1.581 | 80 | .118 | 3.314 | 1.439 | 0.243 |
Equal variances not assumed | 1.536 | 40.458 | 0.132 | |||||
Internet for search resources | Equal variances assumed | 82 | 1.992 | 80 | 0.050 | 3.463 | 1.249 | 0.212 |
Equal variances not assumed | 1.914 | 39.567 | 0.063 | |||||
Schools project websites | Equal variances assumed | 82 | 0.244 | 80 | 0.808 | 3.827 | 1.185 | 0.199 |
Equal variances not assumed | 0.245 | 43.421 | 0.807 | |||||
Ministry of education website | Equal variances assumed | 82 | 1.801 | 80 | 0.076 | 3.390 | 1.255 | 0.214 |
Equal variances not assumed | 1.677 | 37.224 | 0.102 |
t | df | Sig. (2-tailed) | Gender | N | Mean | Std. Deviation | Std. Error Mean | ||
---|---|---|---|---|---|---|---|---|---|
Lack of Infrastructure | Equal variances assumed | 0.046 | 80 | 0.963 | Male | 58 | 3.431 | 1.313 | 0.172 |
Equal variances not assumed | 0.049 | 47.696 | 0.961 | Female | 24 | 3.417 | 1.176 | 0.240 | |
Financial constraints | Equal variances assumed | 1.179 | 80 | 0.242 | Male | 58 | 3.621 | 1.309 | 0.172 |
Equal variances not assumed | 1.199 | 44.552 | 0.237 | Female | 24 | 3.250 | 1.260 | 0.257 | |
Lack of Interest | Equal variances assumed | 0.670 | 80 | 0.505 | Male | 58 | 3.500 | 1.260 | 0.165 |
Equal variances not assumed | 0.654 | 40.857 | 0.517 | Female | 24 | 3.292 | 1.334 | 0.272 | |
Lack of technical staff | Equal variances assumed | 2.164 | 80 | 0.033 | Male | 58 | 3.914 | 1.014 | 0.133 |
Equal variances not assumed | 2.127 | 41.468 | 0.039 | Female | 24 | 3.375 | 1.056 | 0.215 | |
Lack of time | Equal variances assumed | −1.110 | 80 | 0.270 | Male | 58 | 4.328 | 0.659 | 0.087 |
Equal variances not assumed | −1.163 | 47.781 | 0.251 | Female | 24 | 4.500 | 0.590 | 0.120 | |
Lack of awareness | Equal variances assumed | 0.494 | 80 | 0.622 | Male | 58 | 3.793 | 0.951 | 0.125 |
Equal variances not assumed | 0.438 | 34.089 | 0.664 | Female | 24 | 3.667 | 1.274 | 0.260 | |
Lack of training from head office | Equal variances assumed | 1.420 | 80 | 0.160 | Male | 58 | 4.034 | 0.561 | 0.074 |
Equal variances not assumed | 1.346 | 38.523 | 0.186 | Female | 24 | 3.833 | 0.637 | 0.130 |
Items | t | df | Sig. (2-Tailed) | Gender | N | Mean | Std. Deviation | |
---|---|---|---|---|---|---|---|---|
Lack of Organizational/School level ICT policy planning | Equal variances assumed | 2.629 | 80 | 0.010 | Male | 58 | 4.00 | 1.06 |
Equal variances not assumed | 2.330 | 34.060 | 0.026 | Female | 24 | 3.25 | 1.42 | |
Lack of regular body for ICT policy formulation and review in schools | Equal variances assumed | 0.731 | 80 | 0.467 | Male | 58 | 3.43 | 1.48 |
Equal variances not assumed | 0.722 | 41.816 | 0.475 | Female | 24 | 3.17 | 1.52 | |
Lack of ICT policy at Provincial/regional context | Equal variances assumed | 1.923 | 80 | 0.058 | Male | 58 | 3.60 | 1.34 |
Equal variances not assumed | 1.838 | 39.158 | 0.074 | Female | 24 | 2.96 | 1.49 | |
Lack of involvement of stakeholders in the formation of ICT policy plan for Schools | Equal variances assumed | −0.139 | 80 | 0.890 | Male | 58 | 3.24 | 1.51 |
Equal variances not assumed | −0.142 | 45.376 | 0.887 | Female | 24 | 3.29 | 1.43 | |
Lack of proper follow of National ICT Strategy and Policy | Equal variances assumed | 1.326 | 80 | 0.189 | Male | 58 | 4.07 | 1.18 |
Equal variances not assumed | 1.234 | 37.196 | 0.225 | Female | 24 | 3.67 | 1.40 | |
Lack of Local community support technically and financially | Equal variances assumed | 1.103 | 80 | 0.273 | Male | 58 | 3.83 | 1.37 |
Equal variances not assumed | 1.087 | 41.682 | 0.283 | Female | 24 | 3.46 | 1.41 | |
Lack of Policy planning for ICT awareness campaign in social, ethical, career, and legal issues for school communities and communities/parents | Equal variances assumed | 1.079 | 80 | 0.284 | Male | 58 | 3.40 | 1.40 |
Equal variances not assumed | 1.138 | 48.554 | 0.261 | Female | 24 | 3.04 | 1.23 | |
Lack of empowerment and freedom to the principal for developing school level policies | Equal variances assumed | 1.463 | 80 | 0.148 | Male | 58 | 3.67 | 1.30 |
Equal variances not assumed | 1.456 | 42.555 | 0.153 | Female | 24 | 3.21 | 1.32 | |
Lack of support and share of an existing ICT policy of any school with counterparts or near-by schools | Equal variances assumed | 0.808 | 80 | 0.421 | Male | 58 | 3.79 | 1.27 |
Equal variances not assumed | 0.795 | 41.505 | 0.431 | Female | 24 | 3.54 | 1.32 |
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Rahim, S.; Bibi, T.; Bahadur Qutoshi, S.; Gul, S.; Gul, Y.; Khani, N.A.K.K.; Malik, M.S. The Challenges and Opportunities to Formulate and Integrate an Effective ICT Policy at Mountainous Rural Schools of Gilgit-Baltistan. Information 2020, 11, 522. https://doi.org/10.3390/info11110522
Rahim S, Bibi T, Bahadur Qutoshi S, Gul S, Gul Y, Khani NAKK, Malik MS. The Challenges and Opportunities to Formulate and Integrate an Effective ICT Policy at Mountainous Rural Schools of Gilgit-Baltistan. Information. 2020; 11(11):522. https://doi.org/10.3390/info11110522
Chicago/Turabian StyleRahim, Sabit, Tehmina Bibi, Sadruddin Bahadur Qutoshi, Shehla Gul, Yasmeen Gul, Naveed Ali Khan Kaim Khani, and Muhammad Shahid Malik. 2020. "The Challenges and Opportunities to Formulate and Integrate an Effective ICT Policy at Mountainous Rural Schools of Gilgit-Baltistan" Information 11, no. 11: 522. https://doi.org/10.3390/info11110522