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Difficulties Faced by Teachers in Using ICT in Teaching-Learning at Technical

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 International Journal of Engineering Research & Technology (IJERT)
ISSN: 2278-0181
Vol. 1 Issue 7, September - 2012

Difficulties Faced by Teachers in Using ICT in Teaching-Learning at Technical

and Higher Educational Institutions of Uganda

Taban Habibu1 Md. Abdullah-Al-Mamun2 CheKum Clement3

1,2,3
Islamic University of Technology, Department of TVE, Dhaka, Bangladesh

Abstract challenges like most developing countries where

A study aimed at finding out the difficulties faced by unstable economy, poorly developed ICT
teachers in using Information and Communication infrastructure, high bandwidth costs, unreliable supply
Technology (ICT) in classroom teaching-learning in of electricity, general lack of resources etc, were found
technical and higher educational institutions in to be the central issues to meet a broad spectrum needs
Uganda. The use of ICT in the classroom is very of the country. Like other factors improper use of ICT
important in providing opportunities for students to in the classroom teaching-learning is a very important
learn to operate in an information age. Studying the factor to be considered in the educational context of
obstacles to the use of ICT in educational institutions Uganda. ICT provides opportunities for teachers and
may assist educators to overcome these barriers and students to operate, store, manipulate, and retrieve
become successful technology adopters in the future. information, encourage independent and active
55% of a sample of 150 teachers and 57% of a sample learning, and self-responsibility for learning, motivate
of administrators participated in the study. Chi square teachers and students to continue learning even outside
test and weighted average using Statistical Package for school hours, plan and prepare lessons, design
Social Science (SPSS) software were used to analyze materials and facilitate sharing of resources, expertise
and interpret the data. The findings of this study reveal and advice.
that teachers had a strong desire to integrate ICT into ICT as a versatile instrument has the capability not only
teaching-learning process even though with difficulties. of engaging students in instructional activities to
The major barriers were lack of genuine software, increase their learning, but of helping them to solve
inadequate computer in the classroom, low speed complex problems to enhance their cognitive skills [1].
internet, lack of motivation from both teacher and Generally, three objectives are distinguished for the use
student side to use ICT, lack of proper training skills, of ICT in education:-a) the use of ICT as object of
unavailability of latest ICT equipment, lack of expert study; refers to learning about ICT, which enables
technical staff, poor administrative support, poor students to use ICT in their daily lives; b) the use of
course curriculum etc. Suggested are made for ongoing ICT as aspect of discipline or profession; refers to the
professional development of teachers to model new development of ICT skills for professional or
pedagogies and tools for learning with the aim of vocational purposes; c) the use of ICT as medium for
enhancing the teaching-learning process. It is teaching and learning; focuses on the use of ICT for the
important for teacher trainers and policy makers to enhancement of the teaching and learning process [2].
understand the barriers and cost-effectiveness of It is a fact that teachers are at the center of curriculum
different approaches to ICT use in teacher training so change and they control the teaching and learning
that training strategies can be appropriately explored process. Therefore, they must be able to prepare young
to make such changes viable to all. people for the knowledge society in which the
competency of using ICT to acquire and process
Key Words: ICT, Teaching-Learning, Difficulties, information is very important [3]. ICT plays various
Uganda roles in learning and teaching processes. According to
Bransford et al [4], several studies have reviewed
1. Introduction literature on ICT and learning and have concluded that
As Uganda adopts Information and Communication it has great potential to enhance student achievement
Technology (ICT) in education, it faces the same and teacher learning. Wong et al., [5] point out that
technology can play a part in supporting face-to-face

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 International Journal of Engineering Research & Technology (IJERT)
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teaching and learning in the classroom. According to supplementing existing in-service training programs.
Flanagan and Jacobsen [6], technology integration is Identifying the fundamental barriers may assist teachers
meant to be cross-curricular rather than become a and educators to overcome these barriers and become
separate course or topic in itself. Technology should be successful technology adopters [12].Based on this; the
used as a tool to support educational objectives such as paper provides some recommendations on improving
skills for searching and assessing information, ICT integration in classrooms.
cooperation, communication and problem solving
which are important for preparation of students for the 2. Importance of ICT in Educational
knowledge society [2]. Institutions
Several studies argue that the use of new technologies
In fact, innovative use of ICT can facilitate student in the classroom is essential for providing opportunities
centered learning [7]. Hence, every classroom teacher for students to learn to operate in an information age. It
should use learning technologies to enhance their is evident, as Yelland[13] argued that traditional
student learning in every subject because it can engage educational environments do not seem to be suitable for
the thinking, decision making, problem solving and preparing learners to function or be productive in the
reasoning behaviors of students [8]. These are cognitive workplaces of today's society. She claimed that
behaviors that students need to learn in an information organizations that do not incorporate the use of new
age. Although ICT may facilitate independent self- technologies in institutions cannot seriously claim to
paced learning, the potential of ICT may not be prepare their students for life in the twenty-first
optimized if there is no shift in the learning and century. This argument is supported by Grimus[14],
teaching paradigm [9]. In fact, teachers play an who pointed out that “by teaching ICT skills in
important role in the teaching-learning paradigm shift. educational institution the students are prepared to
They must understand the potential role of technology face future developments based on proper
in education. Also, they should become effective agents understanding” (p. 362). Similarly, Bransford et al. [4]
to be able to make use of technology in the classroom. reported that “what is now known about learning
provides important guidelines for uses of technology
Due to ICT‟s importance in society and possibly for the that can help students and teachers develop the
future of education, identifying the possible obstacles competencies needed for the twenty-first century” (p.
to the use of ICT in educational institutions would be 206).
an important step in improving the quality of teaching
and learning in the education system of Uganda. ICT plays various roles in learning and teaching
Balanskat, Blamire, and Kefala[10] argue that although processes. According to Bransford et al. [4], several
educators appear to acknowledge the value of ICT in studies have reviewed literature on ICT and learning
institutions, difficulties continue to exist during the and have concluded that it has great potential to
processes of adopting these technologies. This study enhance student achievement and teacher learning.
therefore aimed to bring together the findings and the Wong et al. [5] point out that technology can play apart
key points from a review of a significant part of the in supporting face-to-face teaching and learning in the
available literature associated with difficulties that classroom. Many researchers and theorists assert that
teachers are facing in using ICT in teaching-learning the use of computers can help students to become
process. Identifying the fundamental problems may knowledgeable, reduce the amount of direct instruction
assist teachers and educators to overcome these given to them, and give teachers an opportunity to help
problems and become successful technology adopters. those students with particular needs. It can help the
Moreover, this paper aims to investigate the difficulties teachers enhance their pedagogical practice and equip
of integrating technology and the nature of problems them with the knowledge and skills to use different
faced by teachers in teaching-learning process in computer technologies to access, analyze, interpret
technical and higher educational institutions in Uganda. process and disseminate information to learners. It can
It also investigates the reasons behind various problems also help the educational institutions to provide ICT
faced by teachers in using ICT in the teaching-learning capacity (resources) to ensure that all teachers and
environment. In fact, understanding the pedagogical, students have immediate access to all software that are
psychological and cognitive barriers to the successful required to support the curriculum and adequate
use of ICT is a vital precondition for improving the support to implement its use in classroom teaching-
utilization of computers and other technological aids in learning process without any difficulties. Furthermore,
the educational institutions [11]. Also, the detection of it can also help to enhance the quality of education by
these barriers provides information that is helpful in increasing learner motivation and engagement,

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 International Journal of Engineering Research & Technology (IJERT)
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facilitating the acquisition of basic skills and enhancing the questionnaires was confirmed through expert‟s
teacher training and promote the shift to a learner- opinions after certain modifications. The analysis was
centered environment. carried out at the institutional level. Chi square test and
weighted average were used to analyze and interpret
3. Difficulties to Integrate ICT into the data. Interpretation of chi square test was done
through SPSS (Statistical Package for Social Science)
Educational Institution software. Chi square test was used in finding out
The act of integrating the use of ICT into teaching and
whether the opinions of the respondents were
learning is a complex process and one may encounter a
statistically significant or not. The significant value was
number of difficulties. Different categories have been
compared with the critical value at 0.05 levels.
used by researchers and educators to classify the
problems in use of ICT in educational institutions and
several studies have divided the problems into extrinsic 5. Analysis Based On Likert Type Scale
and intrinsic categories. Ertmer[15] referred to extrinsic Table 1 shows that, around 48.7 % of the teachers think
problems as first-order and cited access, time, support, that they can use the ICT very well in the teaching-
resources and training and intrinsic problems as learning process with sound confident and 51.3% of the
second-order and cited attitude, beliefs, practices and teachers said that they are skilled enough to use the ICT
resistance. Whereas, Hendren[cited in 12]saw extrinsic in teaching-learning process. That‟s why the weighted
problems to institutions rather than individuals and average of the teachers shows high confidence of 4.49
intrinsic problems pertains to teachers, administrators about the use of ICT in teaching-learning process
and individuals. which is neither uncertain nor poor. Also the chi square
value of 0.744 which is greater than critical value 0.05
Another perspective presents the obstacles in the use of means null hypothesis is accepted and teacher‟s
ICT in educational institutions as pertaining to material opinions were rejected which is statistically
and non-material conditions [16].The material insignificant.
conditions may be the insufficient number of
computers and copies of software. The non-material Table 1: Present condition of the institution in
obstacles include teachers‟ insufficient ICT knowledge terms of ICT service
and skills, the difficulty of integrating the use of ICT in Questions Opinion WA
instruction, and insufficient teacher time. However, (Sig.
since the purpose of the paper is to find the present and value)
future problems in use of ICT, this study focuses on the How well do Teachers 4.49 .744
teacher-level and institution-level problems. you think that
ICT system will
4. Methodology be managed by Administrators 3.93 .000
your institution
The study was a descriptive method with quantitative
if it is
analysis. The sample of the study was selected from
introduced?
150 teachers and 75 administrators from the five
selected technical and higher educational institutions of Overall opinion Teachers 3.49 .000
Uganda. Stratified random sampling technique was of the quality of
used for data collection. Out of the response rate of 150 ICT service that
teachers and 75 administrators, 55 percent of the your institution Administrators 3.47 .564
teachers and 57 percent of the administrators were receives up to
allocated in Eastern part of Uganda Mbale; 24 percent now.
of the teachers and 25 percent of the administrators in
West Nile Arua; 21 percent of the teachers and 18 The weighted average of the administrators show
percent of the administrators in Central Kampala. moderate value of 3.93 which means their confidence
A questionnaire was designed and divided into two depends upon the teachers regarding ICT skills to
parts. The first part contained direct answers yes/no and manage their institution and the chi square value shows
multiple choice answers and sometimes it required 0.00 which is less than the critical value of 0.05
teachers‟ and administrators‟ opinions for qualitative meaning null hypothesis is rejected and the
analysis. The second part contained the questions administrators „opinions are accepted which are
regarding different aspects of ICT use in the institutions statistically significant.
based on Likert-type five point scales. The validity of Over 50% of the teachers and the administrators were
in view that the quality of ICT service they receive in

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 International Journal of Engineering Research & Technology (IJERT)
ISSN: 2278-0181
Vol. 1 Issue 7, September - 2012

their institution is somehow average because of the

many factors that were discussed earlier about the 140
difficulty in the use of ICT in teaching-learning
120
process. The weighted average is moderate about the
quality of the ICT service received in the institution 100
while the chi square value of the teachers shows 80
0.00which is less than critical value of 0.05 meaning 60
the null hypothesis is rejected and the teacher‟s 40
opinions are accepted about the average level of the 20
quality of service received in the institution which is 0
statistically significant. On the other hand the chi

Teacher reluctance to new…

Lack of sufficient training

Lack of Motivation
Lack of confidence

Political Influence
Lack of competence

Computer Problems

Lack of Finance
Inadequate skill

Printer problems

Delay in Recruitment of new staff

Lack of skilled Personnel

Lack of learning equipment tools
Lack of limited time

Lack of knowledge

Delay in processing Documents

Software's Problems
Course Material problems

Technical know who

square value of the administrator‟s shows 0.564 which
is greater than critical value of 0.05 which means the
null hypothesis is accepted and the administrator‟s
opinions are rejected which is statistically insignificant.

Table 2: ICT existence in teaching-learning

process (Teachers Opinion)
Questions WA
(Sig. value)
Do you think the existing Figure 1: Factors that limit the use of ICT in
audio visual aids are 3.35 .000 teaching-Learning process
properly used for teaching-
learning purpose? However, according to figure1 the problems are
ICT tools are technically 2.51 .000 categorized into three levels-a)top level, b)middle level
too complicated to use and the c)lower level which are analyzed below-
a) In the top level problems lack of software, lack of
Table 2 presents that 55.3% of the teachers agreed they sufficient training, lack of learning equipment and
used the existing audio visual aids properly in teaching- computer problems were identified.
learning. The weighted average shows moderate value
of 3.35while the chi square value shows 0.00 which is 6.1 Lack of software problem
less than critical value of 0.05 meaning that teachers This was one of the major factors that made difficulties
opinions regarding proper use of the audio visual aids in use of ICT. There were unreliable and pirated
in the teaching-learning process is accepted which is software that had been frequently changed in the
statistically significant and the null hypothesis is computer labs which were difficult to use properly in
rejected. teaching-learning process. In majority of the cases it
Table 2 depicts that 38% of the teachers disagreed with had been found that the ICT facilities were limited for
the statement that ICT tools are complicated to be used both the teachers and students and they had to share
in teaching-learning process. The weighted average with other teachers. According to Becta[17], the
value of 2.51 indicates low opinions of the teachers inaccessibility of ICT resources is not always merely
regarding ICT tool complication while the chi square due to the non-availability of the hardware and
value of 0.00 which is less than the critical value of software or other ICT materials within the institution. It
0.05 meaning that the null hypothesis is rejected and may be the result of one of a number of factors such as
the teachers opinions about the dissatisfaction is poor organization of resources, poor quality hardware,
accepted and statistically significant. inappropriate software, or lack of personal access for
teachers [17].According to Osborne and Hennessy [18],
6. Results and Discussion of the Findings the limitations on access to hardware and software
With respect to barriers to computer and ICT usage, resources influenced teachers‟ motivation to use ICT in
figure 1 reveals that no factor has the supreme majority the classroom.
for limiting the use of ICT in teaching-learning process
in technical and higher educational institutions in
Uganda . This means all factors depicted below greatly 6.2 Lack of sufficient training
limit the use of ICT in educational institutions in Most of the teachers lack the skill to use the ICT in
Uganda. teaching-learning process because they did not get

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 International Journal of Engineering Research & Technology (IJERT)
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enough training opportunities. Teachers were rarely insufficient time to review software prevent teachers
seen using ICT in a classroom environment because using ICT.
most of the teachers were reluctant to use new
technology. New technologies need to be integrated in b) It was identified that teachers reluctant to use new
the classroom and teachers have to be trained in the use technology, lack of motivation, lack of finance,
of these ICT in particular. In this regard some initial delay in processing documents, lack of skilled
training is needed for teachers to develop appropriate personnel and of limited time were the mid-level
skills, knowledge, and attitudes regarding the effective problems.
use of computers to support learning. According to
Beggs[19], one of the top three problems to teachers‟ 6.4 Teachers’ reluctance to new technology
use of ICT in teaching was the lack of training. One of the problems in the implementation of
According to Becta[17], the issue of training is computers in teaching-learning was teachers‟
certainly complex because it is important to consider acceptance, which is in turn was influenced by their
several components to ensure the effectiveness of the attitudes towards these media. Teachers‟ attitudes have
training. These were time for training, pedagogical been found to be the major predictors of the use of new
training, skills training, and ICT use in initial teacher technologies in instructional settings; the successful use
training. Providing pedagogical training for teachers, of new technology in the classroom depends largely on
rather than simply training them to use ICT tools, is an the teachers‟ attitudes toward these tools. In fact,
important issue [17]. teachers‟ attitudes towards computers affect their use of
computers in the classroom and the likelihood of their
6.3 Lack of learning equipment tools and resources benefiting from training. Many researches into the
It was found that most of the institutions had problems of integrating ICT in education found that
computers. But the computers were very few and most teachers‟ reluctant to new technology was a significant
of the time they were being used by students who were problem. Watson, [23] argued that integrating the new
offering computers science and information technology technologies into educational settings requires change
(IT) leaving the rest of the students and teachers in and different teachers will handle this change
dilemma. Various research studies indicated several differently. According to him considering different
reasons for the lack of access to technologies. In teachers‟ attitudes to change is important because
Sicilia‟s study [20], teachers complained about how teachers‟ beliefs influence what they do in classrooms.
difficult it was to always have access to computers. The Becta[17] claims that one key area of teachers‟
author gave reasons like “Computers had to be booked attitudes towards the use of technologies is their
in advance and the teachers would forget to do so, or understanding of how these technologies will benefit
they could not book them for several periods in a row their teaching and their students‟ learning. Schoepp,
when they wanted to work on several projects with the [24] found that, although teachers felt there was more
students” (p. 50). In other words, a teacher would have than enough technology available, they did not believe
no access to ICT materials because most of these were that they were being supported, guided, or rewarded in
shared with other teachers. Teachers identified lack of the integration of technology into their teaching.
insufficient numbers of computers, insufficient
peripherals, and insufficient numbers of copies of 6.5 Lack of skilled personnel
software, and insufficient simultaneous internet access It has been observed that the teachers were lacking in
as the main obstacles to the implementation of ICT in the knowledge and skills; and they were reluctant about
educational institutions. According to Balanskatet al. the changes and incorporation of extra learning
[10], the accessibility of ICT resources does not associated with computers into their teaching practices.
guarantee its successful implementation in teaching, Hence there is a problem of teachers‟ acceptance and
and this is not merely because of the lack of ICT adoption of ICT. Accordingly, teachers who do not use
infrastructure but also because of other problems such computers in classrooms claim that “lack of skills” is a
as lack of high quality hardware, suitable educational constraining factor preventing them from using ICT. It
software, and access to ICT resources. Newhouse [21] was also found that teachers‟ lack of knowledge and
asserts that poor choices of hardware and software and skills in teaching was a serious obstacle of using ICT in
lack of consideration of what is suitable for classroom technical and higher educational institutions. Newhouse
teaching are problems facing many teachers. Similarly, [21] found that many teachers lacked the knowledge
Cox et al. [22] found that majority of teachers agreed and skills to use computers and were not eager about
that insufficient ICT resources in the institution and the changes and integration of supplementary learning

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 International Journal of Engineering Research & Technology (IJERT)
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associated with bringing computers into their teaching

practices. 7.Constraints of Using ICT in Educational
Institutions
6.6 Time limitation
The study reveals that many teachers have skills in The respondents expressed their opinions in some open
using computers in the classroom, but they still make ended questionnaires, where many factors that limit the
little use of technologies because they did not have use of ICT in the educational institutions, seem to be
enough time. A significant number of teachers noteworthy to a meaningful conclusion for this study. It
identified time limitations as one of the difficulties in has been found that there are many barriers related to
scheduling enough computer time for classes as a teachers and administrators.
problem in their use of ICT in their teaching-learning. Constraints related to the teachers: Many teachers who
According to Becta[17] the problem of lack of time wanted to use computers for teaching-learning purpose
exists for teachers in many aspects of their work as it said that there were inadequate computers in the
affects their ability to complete tasks. Some of the classroom. However the content of the programmes
teachers who participated specifically mentioned that were appropriate but resource material required to teach
they need time to locate internet information, prepare the courses both in soft and in hard form needs to be
lessons, explore and practice using the technology, deal available to assist the students. More computers and
with technical problems, and receive adequate training. more Labs need to be established so that the students
Recent studies show that lack of time is an important should utilize the computers. It is found that though the
factor affecting the application of new technologies in numbers of computers at the institution are less even
ICT education [12]. though, some teachers used their own initiative in using
their own personal laptops for the better teaching-
c) The research findings identified lack of learning. Many teachers claim that if facilities are
confidence, lack of knowledge; course material available then they can use those facilities and some are
and political influence were the lower level really ready to do so. Low speed internet, lack of
problems. computers skills, virus threat, lack of proper training,
lack of skilled personnel, software problems, power
6.7 Lack of confidence problems, lack of motivation to encourage the use of
One of the problems that prevent teachers from using ICT from the administration side, shortage of training,
ICT in their teaching is lack of confidence. The study shortage of proper equipment and delay to purchase
investigated the reasons for teachers‟ lack of equipment are the remarkable causes that makes it
confidence with the use of ICT and found that due to difficult to use ICT in the teaching-learning process.
„fear of failure‟ many teachers do not consider More practical courses need to be given to students
themselves to be well skilled in using ICT and feel than theory. Availability of resources e.g., projectors,
anxious about using ICT in front of a class. According white boards and many others need to be put in all
to Balanskat et al. [10] limitations in teachers‟ ICT lecture rooms. Lecturers need to be provided with
knowledge makes them feel anxious about using ICT in computers for planning their lessons in order to make
the classroom and thus do not have confident in using it the best use of the ICT in teaching-learning process.
in their teaching. Some softwareis very complicated to use by some of
the teachers/lecturers who have limited skills of ICT
6.8 Lack of knowledge usages. Hence appropriate training should occur
Another problem, which is directly related to teacher frequently. Lack of motivation on students is also a
confidence is- teachers‟ lack of knowledge in significant factor that limits the use of ICT. Students
integrating ICT into pedagogical practice. In Syria, for are reluctant to use online resources to help them in the
example, teachers‟ lack of technological competence academic process. Some students are weak and do not
has been cited as the main problem of using ICT in want to practice in using computers. Extreme course
teaching-learning [25]. Likewise, in Saudi Arabia, lack load was given on teachers due to the shortage of
of ICT skills is a serious obstacle to the integration of teachers. It was found from the structured question that
technologies into classroom teaching and learning [12, most of the teachers had heavy class loads
26]. Another worldwide survey conducted by approximately over 30 hours per week which put
Pelgrum[16], of nationally representative samples of extremely pressure on them. Though some of the
institutions from 26 countries, found that teachers‟ lack teachers were interested in the use of ICT for preparing
of knowledge and skills is a serious obstacle to using their teaching-learning materials, due to the heavy load
ICT in educational institutions. they did not get enough time to do so. Due to heavy

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class loads, teachers became panic and depressed about adapt with that
the use of ICT.
The other important reason behind teacher‟s failure to
Lack of Providing ICT Taking
use modern technology for effective teaching-learning
ICT resources advantage of
process is job dissatisfaction. Their initiative,
equipment those
creativity, inventiveness became indolence because of
resources
job satisfaction. Many teachers of the institutions
Lack of Reducing the Acquiring
remained in the same status and in an unhappy salary
available administrative loads skills of self-
position for a long period of time as they do not get any
time and course loads organization
promotion due to wrong policies in the educational
and time
institutions and due to personal wrath of some
managements
administrators. As the teachers are very upset about
Lack of Providing training Taking up
their job career, they are not boosted to do any new
training courses in dealing opportunities
changes for the institution.
expertise with the new of the training
in ICT devices, modern and knowing
Factors related to administrators: Institutions in
technologies, and how to access
Uganda are lacking in ICT materials and professional
new pedagogical to the
instructors who are literally conversant with the interest
approaches resources
in ICT techniques. Poor network providers, unreliable
and slow internet connectivity make it difficulties to
use ICT and hence affect the teaching-learning process. Other remarkable constraints: In general, several other
For example- handling programmes like CISCO barriers have been identified by the respondents.
learning which needs constant network stability. Among them a range of the following factors are
Unreliable power supply and too much of power teachers‟ attitudes towards computers, poor funding,
fluctuation also interrupts teaching and it is worse tothe lack of teacher confidence, poor administrative support,
students especially when it comes to practical lessons. lack of computer skills, poor course curriculum, lack of
It was found that the lack of proper knowledge about incentives, scheduling difficulties, lack of training
the importance of using ICT by administrators was one opportunities, and lack of skills in how to integrate ICT
of other factors that limit the use of ICT. in education.
Regarding the ICT integration into teaching-learning
process the respondents gave several opinions. The 8. Conclusion
following table summarizes their opinions for possible The aim of this research was to provide information of
implications to integrate ICT with teaching-learning finding on the difficulties that teachers faced in using
process. ICT in their teaching-learning process. The findings of
this study indicate that teachers have a strong desire for
Table 3: Possible implications of ICT Integration the integration of ICT into education but they
Difficulties Administrators Teachers encountered many barriers to it. These findings
Lack of Purchase of more Updating therefore have implications for training the teachers to
genuine genuine software software‟s at a become regular users of ICT focusing on acquiring
software regular basic IT skills. Since confidence, competence and
interval accessibility have been found to be critical components
Lack of Providing continued Properly for technology integration in institutions, ICT resources
technical technical support utilize those including software and hardware, effective professional
support available development, sufficient time, proper training and
support technical support need to be provided to teachers. No
Unstable Purchase high Frequent component in itself is sufficient to produce good
and bandwidth with accessibility to teaching. However, the presence of all components
unreliable high internet speed internet increases the probability of excellent integration of ICT
internet in teaching-learning process. Therefore the training of
Resistance Provide training in Being open teachers in the pedagogical issues should increase if
to change new pedagogical minded teachers are to be convinced of the value of using ICT
approaches towards new in their teaching-learning process.
ways of
teaching and

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