Bridging the Digital Gap: A Quantitative Study on ICT Integration in Antiguan Secondary Schools
Keywords:
ICT integration, secondary school, digital pedagogy, learning outcomes
Abstract
In this article, specific quantitative findings from a mixed-methods study that examined the leadership strategies Antiguan school principals employed to integrate technology into the curriculum are examined. The goal was to provide a critical analysis of the impact of ICT integration in Antiguan Secondary Schools from the perspectives of teachers and students. This study was anchored by the International Standards for Technology in Education (ISTE), as well as the TPACK theoretical frameworks. In order to gather data about participants perceptions of the impact of integrating technology into the curriculum, online questionnaires were administered via Google Forms to educators (N=163) from nine secondary schools, as well as to students (N=256) in Forms 4 and 5. The quantitative data were then subjected to descriptive analyses, independent Samples T-Tests, and One-Way ANOVAs using SPSS 26. The quantitative data analyses highlighted findings that included significant T-Tests related to ICT training and perception of the value of technology among teachers, as well as positive correlations related to higher levels of principal’s involvement and support of ICT integration. To make ICT integration smoother, schools should invest in both pre-service and in-service training for teachers and principals. Additionally, having an up-to-date technology use policy can provide clear guidance for everyone.
References
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Brown, B., & Jacobsen, M. (2016). Principals’ technology leadership: How a conceptual framework shaped a mixed-methods study. Journal of School Leadership, 26(5), 811-836. https://doi.org/10.1177/105268461602600504
Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1), 38. https://doi.org/10.1186/s41239-023-00408-3
Chen, B. (2015). Exploring the digital divide: The use of digital technologies in Ontario public schools. Canadian Journal of Learning and Technology, 41(3). https://doi.org/10.21432/t2kp6f
Chua, Y. P., & Chua, Y. P. (2017). Developing a grounded model for educational technology leadership practices. Education and Science, 42(189), 1-13. https://doi.org/10.15390/EB.2016.6705
Etikan, I., & Bala, K. (2017). Sampling and sampling methods. Biometrics & Biostatistics International Journal, 5(6), 215-217. https://doi.org/10.15406/bbij.2017.05.00149
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Hamzah, M. I. M., Juraime, F., & Mansor, A. N. (2016). Malaysian principals’ technology leadership practices and curriculum management. Creative Education, 07(07), 922–930. https://doi.org/10.4236/ce.2016.77096
Harrell, S., & Bynum, Y. (2018). Factors affecting technology integration in the classroom. Alabama Journal of Educational Leadership, 5, 12-18. http://files.eric.ed.gov/fulltext/EJ1194723.pdf
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Raman, A., & Thannimalai, R. (2019). Importance of technology leadership for technology integration: Gender and professional development perspective. SAGE Open, 9(4). https://doi.org/10.1177/2158244019893707
Raman, A., Thannimalai, R., & Ismail, S. N. (2019). Principals’ technology leadership and its effect on teachers’ technology integration in 21st century classrooms. International Journal of Instruction, 12(4), 423–442. https://doi.org/10.29333/iji.2019.12428a
Ruloff, M., & Petko, D. (2022). School principals’ educational goals and leadership styles for digital transformation: results from case studies in upper secondary schools. International Journal of Leadership in Education, 1-19. https://doi.org/10.1080/13603124.2021.2014979
Samancıoğlu, M., Bağlıbel, M., Kalman, M., & Sincar, M. (2015). The relationship between technology leadership roles and profiles of school principals and technology integration in primary school classrooms. Journal of Educational Sciences Research, 5(2), 77-96. https://www.researchgate.net/profile/Murat-Baglibel/publication/327892139_The_Relationship_between_Technology_Leadership_Roles_and_Profiles_of_School_Principals_and_Technology_Integration_in_Primary_School_Classrooms/links/5babb23d45851574f7e9580a/The-Relationship-between-Technology-Leadership-Roles-and-Profiles-of-School-Principals-and-Technology-Integration-in-Primary-School-Classrooms.pdf
Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017). Computer-based technology and student engagement: A critical review of the literature. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0063-0
Shyr, W. J. (2017). Developing the principal technology leadership competency indicators for Technical High Schools in K-12 in Taiwan. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2085-2093. https://www.ejmste.com/download/developing-the-principal-technology-leadership-competency-indicators-for-technical-high-schools-in-4760.pdf
Singh, A. S., & Masuku, M. B. (2014). Sampling techniques & determination of sample size in applied statistics research: An overview. International Journal of Economics, Commerce and Management, 2(11), 1-22. http://ijecm.co.uk/wp-content/uploads/2014/11/21131.pdf
Uygur, M., Ayçiçek, B., Doğrul, H., & Yelken, T. Y. (2020). Investigating stakeholders’ views on technology integration: The role of educational leadership for sustainable inclusive education. Sustainability, 12(24), 10354. https://doi.org/10.3390/su122410354
Vishwakarma, A. (2015). Benefits and challenges of mobile learning in education. In J. Keengwe (Ed.), Promoting active learning through the integration of mobile and ubiquitous technologies (pp. 24-36). IGI Global. https://www.irmainternational.org/viewtitle/115466/?isxn=9781466663435
Waxman, H. C., Boriack, A. W., Lee, Y., & MacNeil, A. (2013). Principals' perceptions of the importance of technology in schools. Contemporary Educational Technology, 4(3), 187-196. https://dergipark.org.tr/en/pub/cet/issue/25733/271487
Wei, L. M., Piaw, C. Y., & Kannan, S. (2017). Relationship between principal technology leadership practices and teacher ICT competency. Malaysian Online Journal of Educational Management, 4(3), 13–36. https://doi.org/10.22452/mojem.vol4no3.2
Yarbro, J., McKnight, K., Elliott, S., Kurz, A., & Wardlow, L. (2016). Digital instructional strategies and their role in classroom learning. Journal of Research on Technology in Education, 48(4), 274-289. https://doi.org/10.1080/15391523.2016.1212632
Brown, B., & Jacobsen, M. (2016). Principals’ technology leadership: How a conceptual framework shaped a mixed-methods study. Journal of School Leadership, 26(5), 811-836. https://doi.org/10.1177/105268461602600504
Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1), 38. https://doi.org/10.1186/s41239-023-00408-3
Chen, B. (2015). Exploring the digital divide: The use of digital technologies in Ontario public schools. Canadian Journal of Learning and Technology, 41(3). https://doi.org/10.21432/t2kp6f
Chua, Y. P., & Chua, Y. P. (2017). Developing a grounded model for educational technology leadership practices. Education and Science, 42(189), 1-13. https://doi.org/10.15390/EB.2016.6705
Etikan, I., & Bala, K. (2017). Sampling and sampling methods. Biometrics & Biostatistics International Journal, 5(6), 215-217. https://doi.org/10.15406/bbij.2017.05.00149
Garcia, A., Abrego, J., & Jauregui, J. (2019). Technologies frequently used by elementary principals. Universal Journal of Educational Research, 7(1), 95–105. https://doi.org/10.13189/ujer.2019.070113
Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and learning with ICT tools: Issues and challenges from teachers’ perceptions. Malaysia Online Journal of Educational Technology, 4(2), 38–57. http://files.eric.ed.gov/fulltext/EJ1096028.pdf
Hamzah, M. I. M., Juraime, F., & Mansor, A. N. (2016). Malaysian principals’ technology leadership practices and curriculum management. Creative Education, 07(07), 922–930. https://doi.org/10.4236/ce.2016.77096
Harrell, S., & Bynum, Y. (2018). Factors affecting technology integration in the classroom. Alabama Journal of Educational Leadership, 5, 12-18. http://files.eric.ed.gov/fulltext/EJ1194723.pdf
Henderson, M., Selwyn, N., & Aston, R. (2015). What works and why? Student perceptions of useful digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567-1579. http://dx.doi.org/10.1080/03075079.2015.1007946
Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology-mediated learning: A review. Computers & Education, 90, 36-53. https://dl.acm.org/doi/10.1016/j.compedu.2015.09.005
Hero, J. L. (2020). Exploring the principal’s technology leadership: Its influence on teachers’ technological proficiency. International Journal of Academic Pedagogical Research, 4(6), 4–10. http://files.eric.ed.gov/fulltext/ED606393.pdf
Keane, T., Boden, M., Chalmers, C., & Williams, M. (2020). Effective principal leadership influencing technology innovation in the classroom. Education and Information Technologies, 25(6), 5321–5338. https://doi.org/10.1007/s10639-020-10217-0
Krawchuk, J. S. (2022). Relationships between school principals’ perceived technology self-efficacy and the perceived ability to lead technological innovation in the Covid-19 pandemic era. (Doctoral dissertation, St. John's University). Retrieved from https://scholar.stjohns.edu/cgi/viewcontent.cgi?article=1389&context= theses_dissertations
Leong, M. W., Kannan, S., & Maulo, S. B. A. (2016). Principal technology leadership practices and teacher acceptance of School Management System (SMS). Educational Leader (Pemimpin Pendidikan), 4, 89-103. file:///C:/Users/Nyeim%20T%20Archibald/Downloads/10590%20(2).pdf
McKnight, K., O’Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education, 48(3), 194-211. https://doi.org/10.1080/15391523.2016.1175856
Omar, M. N., & Ismail, S. N. (2020). Mobile Technology Integration in the 2020s: The impact of Technology leadership in the Malaysian context. Universal Journal of Educational Research, 8(5), 1874–1883. https://doi.org/10.13189/ujer.2020.080524
Prasojo, L. D., Habibi, A., Yaakob, M. F. M., Mukminin, A., Haswindy, S., & Sofwan, M. (2019). An explanatory sequential study on Indonesian principals’ perceptions on ICT integration barriers. Electronic Journal of e-Learning, 17(1), 1–10. https://files.eric.ed.gov/fulltext/EJ1213053.pdf
Rabah, J. (2015). Benefits and challenges of Information and Communication Technologies (ICT) integration in Québec English Schools. The Turkish Online Journal of Educational Technology, 14(2), 24–31. http://files.eric.ed.gov/fulltext/EJ1057526.pdf
Raman, A., & Thannimalai, R. (2019). Importance of technology leadership for technology integration: Gender and professional development perspective. SAGE Open, 9(4). https://doi.org/10.1177/2158244019893707
Raman, A., Thannimalai, R., & Ismail, S. N. (2019). Principals’ technology leadership and its effect on teachers’ technology integration in 21st century classrooms. International Journal of Instruction, 12(4), 423–442. https://doi.org/10.29333/iji.2019.12428a
Ruloff, M., & Petko, D. (2022). School principals’ educational goals and leadership styles for digital transformation: results from case studies in upper secondary schools. International Journal of Leadership in Education, 1-19. https://doi.org/10.1080/13603124.2021.2014979
Samancıoğlu, M., Bağlıbel, M., Kalman, M., & Sincar, M. (2015). The relationship between technology leadership roles and profiles of school principals and technology integration in primary school classrooms. Journal of Educational Sciences Research, 5(2), 77-96. https://www.researchgate.net/profile/Murat-Baglibel/publication/327892139_The_Relationship_between_Technology_Leadership_Roles_and_Profiles_of_School_Principals_and_Technology_Integration_in_Primary_School_Classrooms/links/5babb23d45851574f7e9580a/The-Relationship-between-Technology-Leadership-Roles-and-Profiles-of-School-Principals-and-Technology-Integration-in-Primary-School-Classrooms.pdf
Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017). Computer-based technology and student engagement: A critical review of the literature. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0063-0
Shyr, W. J. (2017). Developing the principal technology leadership competency indicators for Technical High Schools in K-12 in Taiwan. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2085-2093. https://www.ejmste.com/download/developing-the-principal-technology-leadership-competency-indicators-for-technical-high-schools-in-4760.pdf
Singh, A. S., & Masuku, M. B. (2014). Sampling techniques & determination of sample size in applied statistics research: An overview. International Journal of Economics, Commerce and Management, 2(11), 1-22. http://ijecm.co.uk/wp-content/uploads/2014/11/21131.pdf
Uygur, M., Ayçiçek, B., Doğrul, H., & Yelken, T. Y. (2020). Investigating stakeholders’ views on technology integration: The role of educational leadership for sustainable inclusive education. Sustainability, 12(24), 10354. https://doi.org/10.3390/su122410354
Vishwakarma, A. (2015). Benefits and challenges of mobile learning in education. In J. Keengwe (Ed.), Promoting active learning through the integration of mobile and ubiquitous technologies (pp. 24-36). IGI Global. https://www.irmainternational.org/viewtitle/115466/?isxn=9781466663435
Waxman, H. C., Boriack, A. W., Lee, Y., & MacNeil, A. (2013). Principals' perceptions of the importance of technology in schools. Contemporary Educational Technology, 4(3), 187-196. https://dergipark.org.tr/en/pub/cet/issue/25733/271487
Wei, L. M., Piaw, C. Y., & Kannan, S. (2017). Relationship between principal technology leadership practices and teacher ICT competency. Malaysian Online Journal of Educational Management, 4(3), 13–36. https://doi.org/10.22452/mojem.vol4no3.2
Yarbro, J., McKnight, K., Elliott, S., Kurz, A., & Wardlow, L. (2016). Digital instructional strategies and their role in classroom learning. Journal of Research on Technology in Education, 48(4), 274-289. https://doi.org/10.1080/15391523.2016.1212632
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2025-02-02
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