Teacher perceptions of information and communication technologies in a secondary school in Samoa

Abstract

This study explored teacher perceptions of information and communication technologies in one secondary school in Samoa, in order to gain insight into recent government initiatives to introduce computers and other ICTs in schools. Phenomenology as an approach was deemed appropriate to the focus of this research in that it provided the framework for an in-depth exploration of how teachers view themselves within a particular event in the development of education in Samoa: the integration of ICTs in schools. Underpinning this study were assumptions about the nature of knowledge as being socially constructed as well as contextually situated. The research sought understanding of the phenomenon from the perspective of one group of participants. Data was gathered using lengthy semi-structured interviews in the Samoan language which were then translated into English for the purpose of data analysis. Significant findings include: lack of clarity amongst teachers regarding ICT in education policies, government rationale and strategies to achieve policy; teacher rationale for the introduction of ICT in schools included improvement of teaching and learning, student future employment and improved student access to technology. Teacher perceptions of ICT were mostly positive noting that its use contributed to higher levels of student interest, engagement, independent learning and motivation. As well, ICTs were mainly used to support teacher-centred pedagogies and contributed to the efficiency of teacher preparation. While teachers were keen to use ICTs in their classes, they were hindered by lack of ICT skills and insufficient pedagogical knowledge. Teachers perceived several obstacles to effective integration of ICTs in classrooms, which included: insufficient student and teacher access to computers; timetabling restrictions; a user pays system; maintenance and running costs; student plagiarism from the web and access to inappropriate sites as well as inadequate teacher professional development for the use of ICTs.