Abstract:

This study examined current usage of information and communication technologies (ICTs) in a group of private secondary schools in Qatar and explored the barriers to effective integration of technology in Maths and Science lessons. The data was obtained from a total of 40 (18 female and 22 male) high school teachers. Results indicate that most teachers do not use ICTs as part of their pedagogical repertoire, instead, teachers reported using ICTs mostly for administrative work: - tracking attendance, preparing power point presentations, handouts and assessments. The article also reviews personal, institutional and technological factors that hinder teachers’ use of computer technology in teaching and learning processes: - teacher-level, school-level and system-level. These barriers include lack of teacher ICT skills; lack of teacher confidence; lack of pedagogical professional development and a streamlined and effective school policy on ICT; lack of suitable and adequate educational software; limited access to ICT infrastructure and a restrictive curricula, amongst other factors. Teachers also made insightful suggestions on how to ameliorate the current situation. Implications of this study will help the group management and administration in planning, implementation and evaluation of effective integration of ICTs in teaching and learning within the group of schools, efficient use of limited technology infrastructure and resources, and improvement of access to learning for the students.

Keywords: ICT adoption; integration; barriers; teaching and learning.

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