Readiness of Teachers in ICT Integration: An Investigation of Secondary Schools in Sabaragamuwa Province, Sri Lanka

Abstract

This study examined the readiness of secondary school teachers of Sabaragamuwa Province to integrate ICT into teaching and learning. The study aimed to determine how best to assist or prepare teachers for integrating technological tools in teaching and learning. The study used qualitative methods, and the population was secondary school teachers, and convenient sampling followed. This study used the Diffusion of Innovations theory to investigate the factors influencing the integration of ICT in Sri Lankan secondary schools. The theory explains how new ideas and technology spread through cultures, making it an appropriate framework for understanding how ICT is adopted among the teacher population. The study revealed that most teachers lacked awareness of ICT integration in teaching; teachers were aware of the necessary resources for ICT integration but lacked technical knowledge. Teachers have faced several barriers to ICT integration, including a lack of competence, negative attitudes, limited time, and etc. The study's findings highlighted the need for training and support to address these challenges and enhance teachers' readiness for integrating ICT into teaching and learning. The study found possible solutions to the challenges teachers face in integrating ICT into teaching and learning. There is a demand for stakeholders to make necessary efforts to integrate ICT in secondary schools successfully. The study suggested that the government should enhance both pre-service and in-service training for teachers in pedagogical issues related to ICT integration. The study's findings provide an opportunity for stakeholders such as the National Education Commission, Ministry of Education, ICTA, National Institute of Education, and Provincial and Zonal Education Authorities to plan how to improve teachers' readiness for integrating ICT into schools.