Study of Barriers to use of Computers by School Teachers in Teaching-Learning Process

Authors

  • Jyoti Bhalla Department of Educational Studies, Faculty of Education, Jamia Millia Islamia, New Delhi 110025, India

Abstract

The potential of computers usage towards enhancing teaching-learning process has received considerable attention in recent
times. The present study systematically investigates various barriers that impede use of computers by school teachers in teachinglearning
process. With a view to provide a nation-wide perspective and curb any regional and cultural bias, the teachers were selected
from Kendriya Vidyalayas, run by Kendriya Vidyalaya Sangathan. The findings suggest that insufficient time for planning, preparing, and
presenting computer-based instructions is the most important barrier. Various other barriers listed in order of descending importance
based on school teacher responses, were as follows: access (hardware), access (software), support, training and competence. In
addition, important barriers related to characteristics of students and attitude of teachers are also prevalent. The findings emphasize that
unless suitable measures to overcome the existing barriers are adopted, the transformational potential of computers in education would
not be harnessed in the truest sense. It is believed that the present study would empower stakeholders responsible for policy and
strategy formulation with vital information and aid implementation of suitable measures for effecting widespread adoption of computer
use in teaching-learning process.

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Published

2012-09-01

How to Cite

Bhalla, J. . (2012). Study of Barriers to use of Computers by School Teachers in Teaching-Learning Process. Journal of Educational and Social Research, 2(3), 259. Retrieved from https://www.richtmann.org/journal/index.php/jesr/article/view/11890