Barriers to Implement ICT By Primary School Teachers in Private Schools Based in Muscat (Oman)
DOI:
https://doi.org/10.60072/ijeissah.2023.v2i01.011Abstract
Background: The development of technology in recent years has changed the ways humans used to live. Technology is undoubtedly contributing to enhancing the quality of lives of individuals, whereas Education is no exemption from it, as technology is also contributing to enhancing the quality of Education. The utilization of technology in Education increased during COVID-19, when pupils were taking their education through different electronic mediums. Therefore, the aim of this study was to investigate the barriers to implementing ICT by primary school teachers in private schools in Muscat, Oman. Methods: The five-scale Likert scale questionnaire was used as a data collection tool to collect the data from 200 recruited participants, and the collected data was analyzed using SPSS, and descriptive statistics were used for interpretation of the data. Results: The findings underline different factors like the absence of assets, lack of preparation, and protection from change that obstruct the viable execution of ICT. The meaning of this review lies in giving bits of knowledge about the difficulties faced by primary teachers in private schools in Muscat, consequently adding to the current writing on ICT reception in the training area. Conclusion: To increase ICT adoption, the study's conclusions emphasize the need for enhanced training programs. This study’s future repercussions include influencing policy decisions and directing the creation of specific interventions to encourage successful ICT implementation in private schools.
Keywords:
Diffusion of Innovation Theory, Social Learning Theory, Technology Acceptance Model, Information Communication TechnologyReferences
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