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The study is driven to understand the factors influencing teacher educators to unable to use ICT tools in their classroom practices. Plenty of studies have previously investigated and are being investigated, too on the same. The government has been vigorously trying to implement ICT into teaching for decades but still focusing on the affective factors shows the unintentional failure of effective implementation of the policies. Therefore, the author is motivated to examine the functional barriers affecting the effective implementation of ICT in the teaching-learning process at the teacher-education level. Therefore, this research emerged with the following questions, 1). Does the inadequate ICT infrastructure significantly hampers the ICT integration in teacher education classroom in the Pondicherry region? 2). Does lack of training significantly hinders the effective integration of ICT into teacher education classroom in the Pondicherry region? 3). Does, negative attitude towards technology among teachers significantly hinder the practical adoption of ICT in teacher education? 4). Does lack of institutional leaders support significantly hinders effective ICT integration in the teacher education classroom still in this digital era. Effective, implementation of anything, such as policies, methodologies, etc., are in the hands of teachers because teachers are the ground-level workers. Hence, the study employed teacher educators as the sample, derived from the population of teacher educators working in both Government and Private teacher education institutions in the Pondicherry region. The population of the study is 120. Since the study is a census in nature, all the 120 teacher educators working in the teacher education institutions considered as a sample. This study conducted descriptive survey under the quantitative research method to lead the study. The researcher developed a survey tool to gather the data from the selected sample. The survey questionnaire consisted of 12 items in four significant factors affecting integrating ICT in classroom teaching.
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The author (s) received no financial support for this article's research, authorship, and/or publication.