Instructional Barriers of ICTs: Teachers' Experiences in Elementary Schools and Universities

Abstract

This paper examines the instructional barriers of ICTs in different Pakistani schools and universities. For this a check list, questionnaire and semi-structures interview protocol sheet were used to collect the required data. Total 253 elementary school teachers and 133 university teachers from 20 different elementary schools and 6 local universities participated in the study. Moreover, all the 20 elementary schools principals and 06 chairpersons were also interviewed during the data collection phase. Findings identified that shortage of class time, limited accessibility of ICTs tools, older curricula and traditional assessment system, poor infrastructure, and language skills were the main barriers at school level. While focusing the lecture method, lack of technical staff support and fear of using ICTs tools were the main hurdles for university teachers.