Obstacles to ICT implementation and integration into Basic

schools in Libya

Omara Alkabashi1 , Song Wu

1

1Research Institute for the Built and Human Environment,

University of Salford,

Salford, M5 4WT,

United Kingdom

Email: O.A.Alkabashi@edu.salford.ac.uk; S.Wu@salford.ac.uk;

Abstract:

Given the importance of the Information and communication Technology (ICT)

implementation and integration into teaching and learning to enhance and understand

the education provided to younger generations is important, the Libyan government

has made considerable investment in acquiring hardware and software for schools,

connecting them to the internet and helping educators improve their ICT-related

knowledge and skills. However, it is important to periodically evaluate the actual

condition of ICT in educational practice in order not only to account for the financial

investments, but also to inform decisions about the content and directories of future

policies.

The purpose of this paper is to present the perceptions and opinions of classroom's

teachers and school’s headteachers in Libya regarding obstacles to ICT

implementation and integration into teaching-learning process.

Key words: Basic Education, Information and communication technology, ICT

implementation and integration, ICT implementation and integration in Libya,

Obstacles of ICT implementation and integration.

1. Introduction

The use of Information and Communication Technology (ICT) in education and the

role of ICT in the development of societies have been investigated in many studies.

(Danowitz AK 1995) have emphasised the importance of ICT in reforming standards

of education in developing countries.

According to (UNESCO 2004), information societies need independently and

creatively thinking individuals, who can solve problems and manage their learning

process and also need schools, which educate these individuals. Policy makers

realized this fact and understood the necessity that information and communication

technologies should be effectively included in education system.

The studies also indicated that developing countries including Libya are facing

economic, cultural and social problems of the implementation and integration of ICT.

Therefore, these countries are looking to develop strategies that will help them to use

ICT technology in education systems.

2. ICT definition

The term ICT evolved from Information Technology (IT) when the processing of

information with electronic technology integrated with telecommunications

technology. Since then, the evolution has brought about unprecedented and

unmatched speed with which information is created, acquired, stored and

disseminated. ICT has also proliferated available media for information storage

thereby resulting in enviable gains which were not deemed possible before its advent

(Asika 1991).

(Pelgrum 2003) explained that near the end of the eighties, the term ‘computers’ was

replaced by IT signifying a shift of focus from computing technology to the capacity

to store and retrieve information. Furthermore, the term ‘ICT’ was introduced to the

general public, when e-mail started to become available circa 1992 (Pelgrum, 2003).

By definition, ICT includes electronic networks - embodying complex hardware and

software - linked by a vast array of technical protocols. ICT is embedded in networks

and services that affect the local and global accumulation and flows of public and

private knowledge. According to the United Nations Economic Commission for

Africa, ICT covers Internet service provision, telecommunications equipment and

services, information technology equipment and services, media and broadcasting,

libraries and documentation centres, commercial information providers, network-

based information services, and other related information and communication

activities; clearly, this is quite a broad definition(Adeya 2001).

The term ICT also refers to networks, computers, other data processing and

transmitting equipment and software (European Commission, 2004).Adeya (2002)

outlines that ICT is an electronic means of capturing, processing, storing and

disseminating information. Akuezuilo and Akudolu (2006) stated that ICT refers to all

facilities systems and techniques used by human beings to store, process,

communicate and deliver information. For the purpose of this study, the term ICT

refers to the hardware, software, data network services and supporting infrastructure

to manage and deliver information using computers and the Internet.

3. The Libyan education system

Libya, one of the largest countries by area in Africa, is situated in North Africa, with

long borders on the Mediterranean Sea where the majority of the population lives. The

vast portion of the country covered by the Sahara Desert is hardly inhabited (Hamdy,

2007). The following table provides some selected socio-economic indicators for the

country.

Table 1: Socio-economic Indicators: Libya

(Source: Hamdy, 2007)

Indicator Total

Religions Sunni Muslim 97%; other 3%

Languages Arabic, Italian, English. All are widely understood in the

major cities.

Population 5.9 million (includes 166,510 non-nationals) (2006 est.)

Population growth rate 2.3%(2006 est.)

Literacy Male: 92.4% Female: 72%

Total population: 82.6%(2003 est.)

GDP (US dollars) $34.83 billion (2006 est.)

GDP per capita (US

dollars)

$12,700 (2006 est.)

Labour force 1.787million (2006 est.)

According to Hamdy (2007) education in Libya is free from elementary school right

up to university at home or abroad. Schools are positioned throughout the country.

The policy is to reach out even to the nomadic hard-to-reach areas, and mobile

classrooms were introduced to cover all of Libya. The first nine years of education are

compulsory and are known as basic education, which consists of six years of primary

school and three preparatory schooling. Hamdy (2007) further, explained that Higher

education in Libya is provided by universities (both general and specialised) and

higher technical and vocational institutions.

4. ICT implementation and integration into schools

Researchers identified that many obstacles affecting ICT integration process (Ertmer,

2001; Pelgrum, 2001; Pelgrum and Law, 2003).

Lawson and Comber (1999) determined 4 factors, which affect integrating ICT

successfully into schools: attitudes of teachers towards innovation, the role of ICT

coordinator, attitude of principals and lack of appropriate support and training.

Earle (2002) stated that, integration of ICT is not a product but a process and

integration of ICT into schools means using ICT effectively and efficiently in all

dimensions of the processes including the necessary infrastructure, teaching program

and teaching-learning environments.

Furthermore, Williams et al. (2000) state that the basic factors, which prevent using

ICT in teaching-learning process are lack of knowledge, skill and support, lack of

ICT, access to technology. As a result of a study held in 26 countries, it has been

found that the basic obstacles faced during integration of ICT are lack of computer

and teachers' lacking of knowledge(Pelgrum, 2001).

Moreover, Ertmer (2001) grouped factors, which prevent teachers from deciding to

use ICT in the classroom under two categories; the first obstacle group includes the

agents that are out of teachers' control: access to technology, implementation time and

technical support, resources, content and training. Even if all these obstacles are

removed, many teachers may not be able to use technology at all. However, the

second obstacle group includes agents that are related to teachers themselves:

attitudes, beliefs, implementations and endurance. Teachers' beliefs determine their

planning style and implementations in the classroom.

In the report of European Schoolnet (2006), in which the impact of ICT in European

schools is examined, the factors affecting ICT integration are determined as for

teachers, school and system level. Lack of ICT skills, low motivation for using new

technologies and lack of confidence , inappropriate teacher-training and constitute an

obstacle as for teachers to teaching-learning processes of ICT .As for the school, these

obstacles are lack of ICT infrastructure, poor quality and inadequate maintenance of

hardware, limited access to ICT equipment, lack of appropriate training software. At

the same time, lack of project experiences, which are required for systematic planning

and absence of viewpoint, concerning ICT mainstreaming into schools strategies, are

important obstacles as for schools. At last, in the report it has been stated that rigid

structure of traditional educational systems, traditional assessments, restrictive

curricula and restricted organizational structure constitute obstacle at the level of

system to integration of ICT into education.

5. ICT integration in Libyan basic schools

The national policy for ICT in education was launched in 2005 and is mainly

managed by the Ministry of Education and other different Ministries. The policy in

general aims at enabling access to ICT through the provision of computers and the

Internet. This is planned for the short term and there are some signs that the policy is

being followed up and implemented (Hamdy, 2007). However, the main aim is to

improve the quality of education through ICT by:

Adopting modern techniques and methods in education.

Encouraging the scientific community to engage in research within the

community.

Encouraging the private sector to get involved in funding higher and specialist

education.

Developing open and distance learning as well as continued education.

Encouraging higher education.

The Libyan Authorities have recently given more consideration to the importance of

ICT in education and as a result steps are now being taken to establish the required

infrastructure to introduce and implement ICT in different levels of education.

However, the outcome of this new policy is still in its early stages.

According to the literature review and the initial study, the following factors have

been identified which will potentially affect the effective implementation of ICT for

education in Libya. These factors will form the basis of future research.

Inadequate ICT infrastructure including computer hardware and software, and

bandwidth/access;

A lack of skilled manpower, to manage available systems and inadequate

training facilities for ICT education;

Resistance to change from traditional pedagogical methods to more

innovative, technology-based teaching and learning methods, by both students

and academics;

The over-dependence of educational institutions on government for

everything; this has limited the institutions’ ability to partner with the private

sector or seek alternative funding sources for ICT educational initiatives.

Lack of effective co-ordination of all the various ICTs for education

initiatives.

Best practice, experience and the literature points to Libya emphasizing education

with ICT in order to be able to develop the economy.

As discussed earlier, researchers identified many obstacles affecting ICT integration

into teaching-learning process. However, in the case of Libya, it is not known what

kind of obstacles teachers, school principals mostly face during the integration of ICT

into education. The purpose of this study is to investigate obstacles faced by teachers

and school principals during the integration of ICT into education in Libya. Therefore,

this study is aimed to identify obstacles of ICT integration in basic schools in Libya.

6. MATERIALS AND METHODS

Population: The study was carried out in 39 basic schools which have at least one

ICT classroom. The population consisted of 225 teachers and 39 principals of those

schools. The selection of the schools, sample of teachers and school principals were

guided by several factors. The researcher selected teachers from many subject areas

and grade levels to ensure that the data would reflect the full spectrum of teaching

disciplines and educational technology uses.

Development of the data collection instrument: A survey research method was

employed as the technique for acquiring the data necessary for the purpose of this

study. This technique involved two questionnaires, one for teachers and one for

school principals were developed through a review of the related literature and the

opinions of experts.

The instruments consisted of two parts:

(1) General characteristics of the participants.

(2) Items to identify the respondent's perceptions and opinions about the obstacles

into ICT integration.

Presentation and analysis of data: Descriptive statistics were utilized to analyze the

data and to determine the obstacles to integrating ICT into education perceived by the

teachers and school principals

7. RESULTS

Both the teachers and principals were asked about the obstacles they face during the

integration of ICT into teaching-learning processes in their schools.

Table2: Obstacles facing ICT implementation in schools from the perspective of teachers

Obstacles frequency (%)

Lack of training 221 98

Lack of hardware 220 98

Lack of technical support 201 89

Lack of time 197 88

Insufficient knowledge and skills of teachers as for using computer 194 86

Lack of collaboration 188 84

Not receiving help from inspector, when needed 185 82

Insufficient software 173 77

Others(such as English language) 153 68

Insufficient technological infrastructure 148 66

0

50

100

150

200

250

Obstacles to ICT from teachers'perspective

Figure 1: Obstacles to ICT from teachers’ perspective

Table3: Obstacles facing ICT implementation in schools from the perspective of principals

Obstacles frequency (%)

Lack of training 37 95

Lack of hardware 35 90

Lack of technical support 33 85

Lack of time 31 80

Insufficient knowledge and skills of teachers as for using computer 30 77

Insufficient software 28 72

Lack of collaboration 26 67

Others(such as English language) 25 64

Insufficient technological infrastructure 25 64

Figure 2: Obstacles to ICT from principals’ perspective

Table 2 and table 3 show the rank order of the obstacles to ICT implementation and

integration from the perspective of teachers and principals. School principals

identified lack of training and lack of hardware as the most important obstacles to ICT

implementation, followed by lack of technical support. Insufficient technological

infrastructure was perceived as the least important obstacle to ICT implementation

into education by school principals.

From the perspective of teachers, the lack of training and lack of hardware were also

identified as the most important obstacles to ICT integration and implementation into

education by teachers. It is interesting that lack of time to develop materials to use in

classrooms is the most important obstacle to ICT implementation and integration too.

Like school principals, teachers perceived insufficient technological infrastructure as

the least important obstacle to ICT implementation and integration into education.

Finally, most of the school principals and teachers stated that obstacles they mostly

faced during ICT implementation and integration are lack of training, lack of

hardware and lack of technical support. School principals also emphasized

insufficient computer knowledge and skills of teachers and old hardware as important

obstacles while the teachers emphasized not having enough time for developing

electronic materials and having problems about planning use of ICT tools.

8. DISCUSSION

In order to prepare students for the present economic conditions, the implementation

and integration of ICT into teaching-learning environments is gaining more and more

importance in Libya. Therefore, Libya has set a number of goals in order to improve

its education system. While the efforts concerning realization of ICT implementation

and integration in schools are going on, it is necessary to identify the problems,

experienced during this process and to develop appropriate ways in order to solve

these problems. The obstacles that school principals and teachers face during

implementation and integration of ICT into their teaching-learning processes in basic

schools in Libya have been identified within the scope of this study.

The results of this study showed that the basic obstacles faced during ICT

implementation and integration in basic schools in Libya, are lack of training, lack of

hardware, lack of time for developing materials by using computer and lack of

technical support.

On the other side, Mandell et al (2002) reported that, the basic factor that affects

learning is not technology but the pedagogy behind it. From this perspective, one of

the essentials of ICT integration in schools is use of appropriate pedagogical software.

Although lack of pedagogical software is supposed to be given priority among

obstacles by scientist, it is given less importance by teachers and school principals.

This may be because of insufficient knowledge of school principals and teachers

about ICT implementation and integration. Therefore, in-service training organized

for school principals and teachers should not only focus on subject area; but also

include activities on integrating technology into it.

In order to use ICT effectively in their classrooms, teachers will also need contents,

open strategies and examples related with teaching program. Therefore, materials

should be provided by national education authorities to support teachers. In schools,

teachers should be supported by school principals and formatter teachers.

One of the findings of this study was that teachers do not have enough support from

formatter teachers. One of the reasons for this result may be that formatter teachers

have a number of responsibilities such as planning, maintaining and managing ICT

classrooms etc. other than supporting and training teachers in Libya. By decreasing

formatter teachers' responsibilities or increasing their number, it could be helpful to

overcome this obstacle.

9. Conclusion

The literature reports that obstacles of ICT implementation and integration into

schools have similarities however; priorities differentiate (Ertmer, 2001; Hamdy,

2007; Lawson and Comber, 1999; Pelgram, 2001; Wiiliams et al., 2000). In the

context of Libya the priorities include eliminating lack of training and hardware and

improving teachers' technology knowledge and skills.

Future research may include qualitative research methods (e.g., interviews, case

studies) to examine the obstacles in depth with participation of all stakeholders (e.g.,

students, parents). Also it would be beneficial to identify the practices and gained

experiences of these stakeholders to overcome the ICT integration obstacles in

different levels of schools.

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