Essay on ICT in Education

5.0 Introduction

In the past, students were forced to comply with stringent and static educational methodologies, nowadays, we are amid an educational reform with ICT at the forefront. While ICT remains an investigated, progressive phenomenon, the benefits in its integration into a language-specific classroom, such as Gaeilge remains unexplored to the same extent. There is no question that ICT has constructive benefits on the language subjects such as Gaeilge however, its success is reliant on teacher motivation and sufficient training, such as CPD courses. This study set out to explore the post-primary Gaeilge teachers’ use of ICT in the classroom, along with their awareness of the CPD courses available to them to help with successful ICT assimilation. The subsequent chapter outlines the major conclusions from the research, along with the limitations encountered throughout the research. Recommendations and suggestions for additional research are also proposed.

5.1 Conclusions

The ensuing conclusions will be presented  with the subsequent sub-headings:

5.1.1. What are teachers attitudes towards ICT integration?

Referring to the research questions posed earlier in the research, a strong finding from the questionnaires was the considerable frequency of ICT use in post-primary Gaeilge teaching and learning. It is apparent from the findings that the majority of post-primary Gaeilge teachers from the indicated counties are utilising ICT as a means of teaching and learning. As seen from the findings, the response rate for ICT use in the classroom was high, with more than half of the respondents indicating that they constantly use ICT to teach. Since the use of ICT is a crucial predictor to the teacher’s attitude in its implementation, it is evident that those participating teachers have a positive perspective towards it.  

5.1.2. What are teachers’ perceptions of the supports available in ICT integration (CPD)?

While the use of ICT in the Gaeilge class remains high among post-primary teachers, albeit from the four named counties, the level of the Gaeilge CPD uptake for the subject remains minimal. Teachers are using ICT devoid of the adequate training and methodology advice from the CPD courses, and those who refuse to use ICT albeit a small number, are in danger of disregarding possibly the most versatile, progressive, educational tool that teachers could apply in their Gaeilge classroom. There is a noticeable inconsistency here between teacher use of ICT and the realisation of Gaeilge CPD.

5.1.3 What is the relationship between teachers’ use of ICT and student engagement?  

One of the more significant findings to emerge from the data was the effects of student engagement when using ICT methodologies. The results of this investigation show that the participants sensed that their students were more engaged when they made use of said ICT tools in their classes. Considering this data, it is clear that ICT is requisite for our schools’ achievements and the overall development of our students. According to Keegan (2015), student engagement is not the mere interaction of students in the classroom but also, student interaction with online tools. A review of literature also reveals that this engagement also facilitates overall academic success (Alghamdi & Holland 2020). Moreover, it is interesting to add that while teachers believe that ICT benefits student engagement, the uptake of CPD in ICT remains at a low point. This again, signifies the urgency for correct ICT related CPD for subject-specific classes such as Gaeilge. 

5.2 Limitations 

The most important limitation as alluded to, lies in the fact that this research was conducted amid the Covid-19 pandemic, which in turn caused significant constraints, such as the closure of schools which, consequently, meant that the emails with the appended questionnaires weren’t retrieved by schools until their reopening. 

An additional, uncontrollable limitation involves the various limits on survey software Survey Monkey, which only permitted for a certain number of questions to be asked it also, only allowed for a certain amount of the response data to be shown. It would be important to include that while these limits are significant, they were only encountered by the author once the questionnaires were distributed.

5.3. Recommendations 

5.3.1. Recommendations for teachers 

On completing this research, it is suggested that teachers make use of the ICT devices in their realm for a greater teaching and learning experience for students. Gaeilge teachers should endeavour to make use of ICT in their classes as much as they can when planning and undertaking their lessons. As alluded to above, it permits for better student engagement, which consequently, allows for improved academic achievement. 

It is recommended that teachers avail themselves of the CPD opportunities available on online platforms, such as PDST and JCT, which would provide ample information on successful ICT assimilation. It would also entice those who do not use ICT in classrooms to make use of it. 

5.3.2. Recommendations for schools 

It is recommended that schools provide at least a simple structure, a path and a set of guidelines as to what is required for their teachers in their ICT integration, and then allow schools to develop beyond this, contingent on the school’s capacity. Unless schools adopt simple, school-specific ICT frameworks, its successful assimilation would be almost implausible. The guidelines must suit the school and the students within the school. 

Furthermore, it is suggested that schools facilitate ICT related CPD opportunities for their teachers . This professional development would allow for teachers to be the bearers of the progressive, pragmatic student learning that is so wide-reaching in today’s society. ICT ought to be a priority within schools with CPD acting as a foundation.

5.3.3. Recommendations for further studies

While this dissertation concluded with interesting findings, they nevertheless, have fabricated a number of important implications, which may be beneficial for future practice. 

Firstly, the researcher would recommend for any further studies to be nationally investigated for a more widespread study. This would allow for an overall, general analysis of ICT use in Gaeilge classrooms in this country.  

Moreover, the author holds that there must be additional studies conducted on the benefits of ICT on the struggling or hindered language learners. A small amount of examples of hindered learners may be those with Autism Spectrum Disorder (ASD), dyslexia or dyscalculia yet, there is an exhaustive list of learner disorders which may also be closely evaluated. More information on these learning impediments and the effects of successful ICT assimilation for said students would help in establishing a greater degree of accuracy on the researched investigation topic. Similarly, the researcher suggests looking towards strategies for inclusive ICT related CPD for teachers and the teacher’s individual needs. Differentiating the CPD content and instruction for the teachers may allow for more accessible content for them which in turn, will allow for teachers to become more eager to partake in it. 

Finally, the author also holds that in order to drive this matter further forward, the researcher suggests looking towards supplementary interactive forms of CPD such as Communities of Practice (CoP), and their relationship towards ICT integration, wherein teachers intermingle and bounce ideas off one other within a caring school environment. 

5.4. Concluding Statement

As we are now in the age of technology, and while it is clear that there are many avid ICT embracing teachers, nonetheless, we must not disregard those who are not. There ought to be strategies in place in their training that entices them to use ICT and to demonstrate its benefits for the students as a constructivist approach in teaching in their attainment and engagement of Gaeilge. Nevertheless, an additional, nationwide research is required in order to accurately demonstrate the disparity between the uptake of CPD and ICT integration in the Gaeilge classroom.