Home / Regular Issue / JSSH Vol. 29 (3) Sep. 2021 / JSSH-5276-2019


Sustaining Successful ICT Integration in Remote Rural Schools

Elenita Natalio Que

Pertanika Journal of Social Science and Humanities, Volume 29, Issue 3, September 2021

DOI: https://doi.org/10.47836/pjssh.29.3.02

Keywords: Contextualized-ICT integration, culturally-relevant instruction, geographically isolated and disadvantaged areas, practice sustainability

Published on: 27 September 2021

This paper aims to provide insights into how teachers can sustain ICT integration practices in geographically isolated and disadvantaged areas. A mixed-method case study design was used for the study. Data were collected through interviews, questionnaires, classroom observation, and document examination. Qualitative analysis and descriptive statistics were used to analyse the data. For data validity, triangulation of responses and member checking was carried out. The study identified successful technology integration factors in geographically isolated and disadvantaged schools: a strong community of practice, an adequate support system, and contextual ICT integration practices. It suggests that teachers’ pedagogical practices related to ICT toned to undergo a continuous process of review and reflection to ensure that ICT-related practices remain pedagogically effective and relevant to changing needs and contexts. The account of the teachers in this study, focusing on their teaching experiences in a school in a remote, low-income area, creates a paradigm for comparative research on education in challenging contexts. Comparative studies on ICT integration practices in poverty-stricken, post-disaster, and conflict-affected areas, could provide inputs for formulating context-specific policy recommendations that could support successful ICT integration in small rural schools in the Philippines and other developing countries.

  • Aldous, C. (2008). Turning the tide: Transforming science learning and teaching in rural and remote schools. Teaching Science, 54(3), 44-48.

  • Asfar, N., & Zainuddin, Z. (2015). Secondary students’ perceptions of information, communication and technology (ICT) use in promoting self-directed learning in Malaysia. The Online Journal of Distance and Online Learning, 3(4), 74-89.

  • Aslan, A., & Zhu, C. (2018). Starting teachers’ integration of ICT into their teaching practices in the lower secondary schools in Turkey. Educational Sciences: Theory & Practice, 18(1), 23-45. http://dx.doi.org/10.12738/estp.2018.1.0431

  • Bazzer, S. (2016). ICT competencies and integration practices of public secondary school teachers in Lanao del Norte [Unpublished Master’s thesis]. University of the Philippines.

  • Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using Information and Communication Technology, 8(1), 136-155.

  • Bensalem, E. (2019). English teachers’ perceptions of technology integration: Are they different from their peers in Engineering and Medical Science. International Journal of English Linguistics, 9(1), 152-158. https://doi.org/10.5539/ijel.v9n1p152

  • Collier-Reed, B. I., Case, J. M., & Stott, A. (2013). The influence of podcasting on student learning: A case study across two courses. European Journal of Engineering Education, 38(3), 329-339. https://doi.org/10.1080/03043797.2013.786026

  • Craciun, D., & Bunoiu, M. (2015). Training teachers for the Knowledge Society: Social media in science education. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 6(3-4), 82-88.

  • Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.

  • Department of Health. (n.d). What is GIDA? Retrieved June 30, 2019, from https://doh.gov.ph/faqs/What-is-GIDA

  • Donnelly, D., McGarr, O., & O-Reilly, J. (2011). A framework for teachers’ integration of ICT into their classroom practice. Computers & Education, 57(2), 1469-1483. https://doi.org/10.1016/j.compedu.2011.02.014

  • Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Educational Technology & Society, 12(1), 193-204.

  • Gurcay, D., Wong, B., & Chai, C. (2013). Turkish and Singaporean pre-service physics teachers’ beliefs about teaching and use of technology. Asia-Pacific Education Research, 22(2), 155-162.

  • Halili, S. H., & Sulaiman, H. (2019). Factors influencing the rural students’ acceptance of using ICT for educational purposes. Kasetsart Journal of Social Sciences, 40(3), 574-579. https://doi.org/10.1016/j.kjss.2017.12.022

  • Jimenez, A. B. (2005). The rural school and its teaching staff facing the challenge of the advancing information and communication technologies. In E. Blumel (Ed.), ICTE in regional development: Annual Proceedings of Vidzeme University College (pp. 8-11). Vidzeme University College.

  • Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259-1269. https://doi.org/10.1016/j.compedu.2010.05.022

  • Krause, M., Pietzner, V., Dori, Y.J., & Eilks, I. (2017). Differences and developments in attitudes and self-efficacy of prospective Chemistry teachers concerning the use of ICT in education. Eurasia Journal of Mathematics Science and Technology Education, 13(8), 4405-4417. https://doi.org/10.12973/eurasia.2017.00935a

  • Lim, C. P. (2007). International Review: Effective integration of ICT in Singapore schools: Pedagogical and policy implications. Educational Technology Research and Development, 55, 83-116. https://doi.org/10.1007/s11423-006-9025-2

  • Lim, C. P., Tinio, V. L., Smith, M., & Bhowmik, M. K. (2018). Digital learning from developing Asian countries: Achieving equity, quality, and efficiency in education. In K. J. Kennedy & J. C.-K. Lee (Eds.), Routledge international handbook of schools and schooling in Asia. Routledge Taylor & Francis Group. https://doi.org/10.4324/9781315694382

  • Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9-24. https://doi.org/10.1080/03054985.2011.577938

  • Lu, C., Tsai, C.-C., & Wu, D. (2015). The role of ICT infrastructure in its application to classrooms: A large scale survey for middle and primary schools in China. Educational Technology & Society, 18(2), 249-261. https://doi.org/10.2307/jeductechsoci.18.2.249

  • Millanes, M. A. A., Paderna, E. E. S., & Que, E. N. (2018). Effects of utilizing Physics podcasts on the ICT literacy skills of Grade 9 junior high school students. Alipato: A Journal of Basic Education, 9, 14-24.

  • Mtebe, J. S., Dachi, H., & Raphael, C. (August 2011). Report: Integrating ICT into teaching and learning at the University of Dar es Salaam. Distance education, 32(2), 289-294. https://doi.org/10.1080/01587919.2011.584854

  • Philippine Official Gazette. (n.d.). Pantawid Pamilyang Pilipino Program. Retrieved June 30, 2019, from https://www.officialgazette.gov.ph/programs/conditional-cash-transfer/

  • Rogers, L., & Twidle, J. (2013). A pedagogical framework for developing innovative science teachers with ICT. Research in Science & Technological Education, 3(3), 227-251. https://doi.org/10.1080/02635143.2013.833900

  • Sahin, I. (2006). Detailed review of Rogers’ diffusion of innovations theory and educational technology-related studies based on Rogers’ theory. Turkish Online Journal of Educational Technology, 5(2), 14-23.

  • Steiner, D., & Mendelovitch, M. (2017). “I’m the same teacher”: The attitudes of science and computer literacy teachers regarding integrating ICT in instruction to advance meaningful learning. Eurasia Journal of Mathematics Science and Technology Education, 13(5), 1259-1282. https://doi.org/10.12973/eurasia.2017.00670a

  • Taimalu, M., & Luik, P. (2019). The impact of beliefs and knowledge on the integration of technology among teacher educators: A path analysis. Teaching and Teacher Education, 79, 101-110. https://doi.org/10.1016/j.tate.2018.12.012

  • Tearle, P. (2004). A theoretical and instrumental framework for implementing change in ICT in education. Cambridge Journal of Education, 34(3), 331-352. https://doi.org/10.1080/0305764042000289956

  • Ulla, M. B., Barrera, K. B., & Acompanado, M. M. (2017). Philippine classroom teachers as researchers: Teachers’ perceptions, motivations, and challenges. Australian Journal of Teacher Education, 42(11), 52-64. http://dx.doi.org/10.14221/ajte.2017v42n11.4

  • UNESCO. (2016). Diverse approaches to developing and implementing competency-based ICT training for teachers: A case study (Vol. 1). https://unesdoc.unesco.org/ark:/48223/pf0000246003

  • Wang, Q., & Woo, H. L. (2007). Systematic planning for ICT integration in topic learning. Educational Technology & Society, 10(1), 148-156.

  • Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Sage. https://iwansuharyanto.files.wordpress.com/2013/04/robert_k-_yin_case_study_research_design_and_mebookfi-org.pdf

ISSN 0128-7702

e-ISSN 2231-8534

Article ID


Download Full Article PDF

Share this article

Related Articles