Home / Regular Issue / JTAS Vol. 29 (3) Sep. 2021 / JSSH-5276-2019

 

Sustaining Successful ICT Integration in Remote Rural Schools

Elenita Natalio Que

Pertanika Journal of Tropical Agricultural Science, Volume 29, Issue 3, September 2021

DOI: https://doi.org/10.47836/pjssh.29.3.02

Keywords: Contextualized-ICT integration, culturally-relevant instruction, geographically isolated and disadvantaged areas, practice sustainability

Published on: 27 September 2021

This paper aims to provide insights into how teachers can sustain ICT integration practices in geographically isolated and disadvantaged areas. A mixed-method case study design was used for the study. Data were collected through interviews, questionnaires, classroom observation, and document examination. Qualitative analysis and descriptive statistics were used to analyse the data. For data validity, triangulation of responses and member checking was carried out. The study identified successful technology integration factors in geographically isolated and disadvantaged schools: a strong community of practice, an adequate support system, and contextual ICT integration practices. It suggests that teachers’ pedagogical practices related to ICT toned to undergo a continuous process of review and reflection to ensure that ICT-related practices remain pedagogically effective and relevant to changing needs and contexts. The account of the teachers in this study, focusing on their teaching experiences in a school in a remote, low-income area, creates a paradigm for comparative research on education in challenging contexts. Comparative studies on ICT integration practices in poverty-stricken, post-disaster, and conflict-affected areas, could provide inputs for formulating context-specific policy recommendations that could support successful ICT integration in small rural schools in the Philippines and other developing countries.

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ISSN 0128-7702

e-ISSN 2231-8534

Article ID

JSSH-5276-2019

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