1 Introduction

Higher education's teaching and learning procedures have seen a significant transformation as a result of the development of information and communication technologies (ICT) [1]. Since ICT's increasing strength and capabilities are changing the learning settings that are available for education, ICT is more important than ever for education [2]. To enable students to engage with knowledge in an active, self-directed, and productive manner, the use of ICT offers strong learning environments and has the potential to revolutionize the teaching and learning process [3]. ICT is currently seen as a crucial tool for advancing innovative teaching and learning approaches. Even though technology and computers are widely used in our society, developing nations are still far from benefiting from them because of a number of obstacles [4].

ICT adoption will enable us to provide top-notch instruction. In ref [5] discovered four unique facets of high-quality education—directed instruction, real-time discussion, delayed conversation, and learning by doing—that can be aided by ICT [2, 7]. Suggested that the use of ICT might enhance administration, performance, and instruction, positively affect education, and enable underprivileged populations to get the necessary skills that will aid in their liberation and transformation.

Traditional initial teacher training as well as in-service continuous training institutes worldwide are undergoing a significant shift in the form and content of their training as well as in the delivery methods due to the rapid development of ICT [6]. However, it has become increasingly difficult for organizations providing both initial teacher training and in-service training to combine modern technologies with good teaching. According to research, ICT may transform the way teachers instruct. It is particularly helpful in fostering more student-centered approaches to learning as well as in fostering and developing higher-order abilities [7]. Most nations around the globe have offered ICT teacher training in a range of formats and levels, acknowledging the significance of ICT in education [8].

Teachers require opportunities to employ these technologies, training and just-in-time assistance, time to experiment, and imaginations of the technologies' potential in order to use them successfully and efficiently. After that, educators will be able to use new technology with knowledge and assurance [13]. Given the fast expansion of knowledge and the ease with which students and teachers can access it, teaching is quickly emerging as one of the most demanding occupations in our society [14].

The teaching profession now has additional opportunities because of modern technological advancements, but there are also increased expectations for instructors to become proficient in these new tools [15]. These days, a wide range of ICT can help with both the delivery of instruction and the actual learning process. Additionally, ICT can support global networking and collaboration in professional and educational settings. Teachers can employ a variety of ICT choices, such as websites, multimedia distribution, videoconferencing, and more, to address the difficulties they face today [17]. Indeed, there is mounting evidence that information and communication technology (ICT) can provide modern educators with a more adaptable and efficient means of pursuing lifelong professional development [16]. In order to prepare kids for the knowledge society, technology needs to be used as a tool to promote learning objectives like problem solving, cooperation, communication, and information search and assessment abilities [17]. These technologies have enormous promise for improving learning outcomes, disseminating knowledge, and creating more effective educational programs. According to the results of [18], educators who currently use ICT on a regular basis are confident in their abilities to utilize it, think it will be beneficial for their work in both their personal and professional lives, and plan to keep using it.

2 Statement of the problem

The role of information and communication technology (ICT) in primary education (PPE) has grown in terms of enabling high-quality instruction and learning [23]. ICT use is encouraged by Piaget and Vygotsky because it fosters young children's creative development through the use of "schemes" [48]. Furthermore, [48] clarifies that the human mind is the result of cultural and social dynamics in which people make tools or items as necessary ways of fulfilling their actual wants and accomplishing related objectives. Children's inventiveness is fostered by manipulation, which is the result of social and cultural influences. The delivery of primary curricula in Ethiopia does not make extensive use of ICTs [47]. Both inside and outside of the classroom are used for primary school instruction; however, most teachers hardly ever use ICTs [11]. Although it appears that ICTs are widely used in the teaching–learning process and to give students a play-based education, their application in actual practical and theoretical lesson delivery is still somewhat limited [12].

The organization, content, and delivery methods of traditional initial teacher training, as well as in-service continuous training institutions worldwide, are rapidly changing due to the rapid development of ICT, particularly the Internet. ICT integration in education that works is more than just a goal.

Instead, it requires a solid plan, policies, implementation, and monitoring—which is actually a big limitation for developing countries with low incomes like Ethiopia. The majority of educational institutions in poor countries are still a long way from integrating ICT into classroom instruction [24]. Teachers’ competency is a vital capacity required to implement ICT in teaching and learning.

However, combining new technologies with effective pedagogy has become a daunting task for both initial teacher training and in-service training institutions [44], but the teachers’ skill in utilizing ICT as a pedagogical tool in the teaching and learning process is still challenging.

The use of ICT tools in teaching and learning environments has been restricted due to a lack of teachers understanding of their use as well as a lack of proficiency with their tools and applications. [41]. Lessons in many primary schools have the same repetitive structure and make little to no use of ICTs for educational purposes.

In Ethiopia, there are some fragmented studies that report that ICTs are used to develop basic computer skills rather than pedagogical applications to improve student performance [46].

Generally, due to ICT’s importance in society as well as in the future of education, identifying the possible challenges to integrating these technologies in schools would be an important step in improving the quality of teaching and learning. Therefore, investigating the degree of ICT integration in primary school curriculum implementation, challenges, and possible strategies for successful integration in Ethiopian primary schools was the main goal of this study.

3 Rational of the study

ICT is currently at the core of initiatives to reform education, but not all nations can currently take advantage of the advancements and progress that technology can provide. Some nations are unable to fully benefit from technological advancement due to significant obstacles, commonly known as the "digital divide"[51]. When employing ICTs to enhance and support education, developing nations must overcome obstacles pertaining to access, pedagogy, and assessment [52]. It is noteworthy that the notion, approaches, and implementation of the word information and communication technologies (ICTs) are ever-evolving, beginning with the rise in popularity of computers in education.

ICTs are used in the classroom to deliver a variety of learning types, even though at first educators considered its primary purpose as a tool for teaching computer literacy [53]. Therefore, this is the justification for evaluating the ICT integration status in curriculum implementation, identifying obstacles, and suggesting potential solutions.

4 Objectives

4.1 General objectives

This review’s main goal is to assess the degree to which ICT is integrated into Ethiopia's primary education curricula.

4.2 Specific objectives

  • To identify the current state of ICT integration in Ethiopian primary schools.

  • To explain the benefits of integrating ICT as pedagogical tools in primary education.

  • To investigate the challenges associated with incorporating ICT into primary education in Ethiopia.

  • To explore educators' perspectives regarding the utilization of ICT as teaching instruments.

  • To identify possible approaches for incorporating ICT into education in primary schools.

  • To find out the qualities of a successful primary school education environment.

5 Technological pedagogical content knowledge framework (TPACK)

Even in the classroom, technology can aid students in better grasping difficult ideas or foster peer collaboration. It has grown in importance in students' life outside of the classroom. Current educational practice advises instructors to include technology in their classrooms because of these advantages, although many find it challenging to do so [51]. Lack of understanding of how technology can be used to best serve students across various subject matter is another barrier to classroom implementation, in addition to cost, time, and access issues (Fig. 1) [50].

Fig. 1
figure 1

Visual representation of the Technological, Pedagogical, and Content Knowledge framework (image ©2012 by tpack.org) [54]

Full size image

The Technological, Pedagogical, and Content Knowledge framework was explained as follows: This adaptability can be seen in the various intersections and relationships.

Content Knowledge (CK) This sum up the subject matter expertise of the teachers. Concepts, theories, evidence, and organizational frameworks related to a specific subject topic may all be included in CK. Best practices in the field and tried-and-true methods for imparting this knowledge to pupils may also be included [51].

Discipline and grade level will also have an impact on CK. For instance, middle school science and history classes don't need to cover as much ground as university or graduate courses, therefore the CK of the instructors teaching those subjects will differ, as will the CK that the students take away from each class [50].

Pedagogical Knowledge (PK) This describes up teachers' understanding of instructional strategies, procedures, and techniques. PK is a general type of knowledge that covers the goals, values, and objectives of education. It can also be applied to more specialized fields, including as lesson preparation, assessment, classroom management, and student learning styles [50].

Technological Knowledge (TK) This describes the technological tools, resources, and expertise that teachers possess regarding various technologies. TK is about comprehending educational technology, thinking about how it may be used in a particular topic area or classroom, knowing when it will help or hinder learning, and continuously learning about and adjusting to new technological advancements [50].

Pedagogical Content Knowledge (PCK) This refers to the fundamental aspects of teaching and learning that teachers are knowledgeable about, such as developing curricula, evaluating students, and reporting findings. Similar to CK, PCK will vary based on grade level and subject matter and is centered on fostering learning and tracing the connections between pedagogy and its supporting practices (curriculum, assessment, etc.). However, PCK aims to enhance instruction in every instance by forging closer ties between the methodology and the subject matter being taught [50].

Technological Content Knowledge (TCK) This explains how educators perceive the ways in which material and technology can both support and contradict one another. TCK entails figuring out which particular edtech tools could be most appropriate for particular topic subjects or classrooms, as well as comprehending how the subject matter might be presented via various edtech offerings [50].

Technological Pedagogical Knowledge (TPK) Refers to the knowledge that educators have about how specific technologies might introduce new pedagogical affordances and restrictions that can alter the teaching and learning process.

Understanding how to use these tools in conjunction with pedagogy in a way that is appropriate for the subject and the current lesson's progress is another facet of TPK [50].

6 Forms of ICT integration

6.1 Teacher competence

The use of technology in the classroom can be facilitated or hampered by a number of factors [19]. Teacher competency is defined as "context specific cognitive performance dispositions that are functionally responsive to situations and demands in certain contexts" [20]. Shulman's taxonomy of teacher knowledge [21] states that the fundamental knowledge of a professional teacher is composed of content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK).

To master the frequent teaching issues, educators must incorporate this knowledge into their cohesive understandings and skills together with their affective motivating features. The ICT transformation process in educational systems has resulted in an expansion of the "classical" teacher knowledge categories proposed by Shulman: teachers now need to incorporate the specific knowledge they need to master the challenges associated with using ICT in teaching and learning at school [22]. Given this critical debate, we think that in order for teachers to connect their ability to integrate ICT with their professional knowledge base—which TPACK argues can be characterized through analytically differentiated categories—they need to have situation-specific abilities. For instructors to function well in the classroom, they too need to know this information [23]. In general, a key component of incorporating ICT into the curriculum was supporting teachers' ICT competency.

6.2 ICT integration in lesson planning

Lesson planning conceptualizations have taken into consideration the incorporation of media and instructional materials for many years [10]. Teachers are tasked with making judgments about acceptable material (such as worksheets and activities) and media representation, in addition to the main areas of decision-making, which include content transformation, creating learning objectives, and choosing teaching techniques [24].

However, the expectations placed on teachers' actions have altered significantly as a result of the larger ICT transformation process in educational institutions and the growing prominence of digitalization in schools [25]. Teachers must create learning opportunities for their pupils that permit the use of cutting-edge technical tools and digital resources for creative and imaginative problem solving. Schools are expected to integrate ICT more and more into their curricula [4, 12].

Thus, it is evident that the need for ICT integration into class design goes beyond instructors' judgments regarding proper content and media representation. It consists of a number of instructional components (such as cooperative, constructive, etc.) that are connected to different degrees of technology integration [10]. Nevertheless, many nations around the world have recognized the need to prepare children for a society in which digital literacy is critical, and this has been reflected in widely ranging education policies. ICT implementation in educational settings requires a technical infrastructure, but teachers also need to be prepared to use technology in ways that are appropriate for their pedagogy.

In order to better understand how teachers use technology in pedagogical situations and the underlying principles of teaching and learning, more study is required [9, 17, 25]. This includes studies looking into ways to help instructors integrate ICT into pedagogical requirements like lesson planning during their teacher education [26].

7 Impact of ICT on learners

Students of all levels benefit from ICTs since they not only aid in the process of acquiring knowledge but also foster creativity, acceleration, enrichment, and skill depth [2, 10, 26, 42]. Additionally, it increases students' enthusiasm and involvement in the learning process, allowing them to make connections between their academic experiences and the kinds of jobs that are essential for economic growth. These connections improve instruction and support school reform [27]. ICT is crucial to students' learning because it immerses them in the process of learning when they use it in the classroom. Additionally, more students are using computers as information sources and cognitive tools [28]. This improves a student's ability to focus and helps them retain the information they have learned more quickly.

Pupils acquire the skills necessary to become focused, engaged learners. ICT shapes students into intelligent learners. The acquired ability helps students learn more effectively. By doing these things, students' motivation and involvement in the learning process increase, which raises the quality of education they receive [25, 29]. Posited that because ICT fosters students' cognitive development and the acquisition of general cognitive competencies, learning features and problem tasks change when students utilize it.

By facilitating resource-based, student-centered learning environments and allowing learning to be connected to practice and context, ICT-based education offers numerous options for constructivist learning [25]. Students are inspired and engaged when ICT is used in the classroom, and it also helps to adapt ICT in education [17].

7.1 ICT in contemporary primary schools

The groundwork for early childhood education is laid by primary school education.

The type of education that children receive in their formative years has a big impact on how well they perform throughout their whole education [35]. For this reason, students must be exposed to the most education possible, starting in their early years. By integrating ICT into primary education, students can actively lay the groundwork for their education. This is due to the fact that kids will require those abilities for the duration of their schooling and beyond [30]. ICT is currently used in practically every facet of our daily lives worldwide. Teaching kids about ICT at a young age gives them more power and gives them an advantage over other learners in the twenty-first century [32].

The results of the study demonstrated that, despite the curriculum's lackluster balance, ICT had helped pupils perform better in a few academic areas [22]. ICT not only gives students the knowledge and skills they need, but it also gives them the chance to connect their curriculum to real-world activities.

The primary purpose of ICT in education for kids is to get them interested in what they are studying and to help teachers handle large class numbers [11].

Students are always excited to study using technological tools because they find it so exciting to use technology in the classroom.

However, other elements, such as a large number of pupils in the classroom, a lack of technological equipment, an unstable power supply, and a restricted technological infrastructure, have a substantial impact on their classroom involvement when utilizing a computer [19].

Primary school teachers are eager to incorporate ICT into their lessons, but they frequently run into barriers both inside and outside of the classroom that prevent them from doing so. According to [31], variables influencing classroom learning may include inadequate government funding for subject development as well as a dearth of adequate resources and guidance on how to teach certain subjects. Better outcomes are possible when the government makes the effort to reduce issues that may occur in classrooms when teachers use ICT.

8 Advantages of ICT integration in school curriculum

The following are some advantages that using technology in education brings to society and the educational community.

8.1 Enhanced learning environment for learners

With the use of technology, educators can create a stimulating learning environment where students may actively participate in their education. Studies have shown that students can benefit from the pedagogical advantages of technology in the classroom when it is used effectively. Nowadays, experts are more and more in favor of using the constructivist learning model as opposed to the conventional instructivist paradigm [31].

8.2 A powerful tool to supplement teachers’ instruction in the classroom

Technology, when used effectively by educators, can stimulate students' curiosity and help them learn more about the things they are teaching. Teachers could find that teaching with technology is easier, more challenging, and more motivating [32].

8.3 Administrative tool for teachers and administrators

In addition to teaching in the classroom, teachers also handle administrative tasks like maintaining student records, organizing lessons, creating hand-outs, tutorials, and slides, preparing exam papers, marking assignments and recording results, doing statistical analyses on grades, and so forth [32]. Keeping personnel records, creating school budgets, and calculating a school's performance for a given year are just a few of the tasks that administrators conduct that call for technology [31]. As a result, technology may be a very helpful tool for administrators and teachers alike in managing a variety of administrative duties.

8.4 Increased access to education and inclusive education in the school

Throughout history, schools have prioritized the integration of all students into an integrated school community, irrespective of their cultural, racial, and socioeconomic backgrounds, as well as their strengths and shortcomings in any given area. It is widely acknowledged that technology may assist educational institutions in achieving their objective of ensuring equitable access to education. It may also provide students with disabilities with greater access to school [32].

8.5 Communication platform

In the not-too-distant past, communicating with individuals worldwide was hampered by geographical distance. That has changed with technology. You may now speak with anyone in the world via networks and the Internet. Additionally, technology has given schools a fantastic platform for exchanging concepts and first-hand knowledge. Through the use of technology, educators, administrators, and students can interact, share work on group projects, meet peers and experts, and discuss knowledge and concerns [33].

8.6 Passport to employment and to gaining a competitive edge in the global economy

The labor markets in both developed and emerging nations are calling for a workforce that is computer proficient. Not too far off, computer literacy will be a prerequisite for employment and the ability for a country to compete for a piece of the world market. Using technology in the classroom today can help pupils integrate into the competitive and working world of the future [33].

Additionally, [34] identifies the following benefits of ICT integration in school curriculum:

  • It can provide new, quick means of communication and facilitate the efficient storing and sorting of information.

  • It makes it possible to reduce the amount of information while improving its quality and organization.

  • It can be utilized to support relevant learning theories and incorporated into teaching and learning practices. and

  • New forms of interactive learning media can be developed using ICT (computers, internet, and intranets) to enhance access, equity, and quality in higher education.

9 Challenges to the implementation of ICT in education

ICT integration in education has been planned and executed in a number of nations, including developing nations; nonetheless, there are some obstacles in the way. There are two types of obstacles: first-order exterior barriers and second-order internal barriers [35]. In ref [29] lists a shortage of equipment, unreliable equipment, inadequate technical assistance, and other resource-related problems as first-order barriers, and second-order constraints include organizational culture at the school level and teacher-level characteristics like technology adoption and instructional philosophies. The following describes how these internal and external barriers negatively impact the use of ICT in education.

9.1 ICT-supported infrastructure and lack of resources

In developing nations without the infrastructure and resources necessary to integrate ICT into the classroom, the availability of tools, computer supplies, and on-going maintenance for computers and other accessories are necessary for the efficient use of ICT. Since most rural locations in poor nations lack electricity, it is impossible to use a computer in the first place. However, the majority of the cities in low-income nations lack access to power. A nation's ability to build its ICT infrastructure is reliant on its ability to secure a steady supply of electricity. Other resources, such as computers, printers, multimedia projectors, scanners, etc., are needed for the implementation of ICT and are not available in all educational institutions. In addition, ICT demands modern software and hardware. Utilizing the most recent hardware and software resources is essential to the spread of technology, although it is uncommon in educational settings. An additional requirement for incorporating ICT into a teaching–learning environment is having a fast internet connection [27]. But regrettably, there is very little internet access in developing countries, specifically in Ethiopia.

9.2 Insufficient funds

Since many people in poor nations live below the international poverty line, it can be extremely difficult to manage the significant funds needed for the effective integration of technology into educational systems. Large sums of money are needed for ICT-enabled hardware, software, the internet, teaching aids, audiovisual aids, and other peripherals.

The availability of hardware and software, as well as the fair distribution of resource access among educators, students, and administrative personnel, are prerequisites for the efficient and successful use of technology. Most of the time, these prices are exorbitant and beyond the means of most developing nations [28].

9.3 Vision and plan

Many stakeholders, including educators, government officials, and corporate executives, believe that investing in ICT will improve teaching and learning in developing nations by enhancing the use of computers in the classroom. Nevertheless, merely introducing cutting-edge technology or computer tools into the classroom won't result in any positive changes to student learning [36]. ICT integration in education that works is more than just a goal. Instead, it requires a solid plan, policies, implementation, and monitoring—which is actually a big limitation for a nation with a low income like this.

The majority of educational institutions in poor nations are still a long way from integrating ICT into classroom instruction [33]. Additionally, only a small number of larger education institutions in major cities have ICT resources but are unable to properly integrate them because of a lack of a lack of a proper vision and plan. So ICT integration is clearly related to actions taken at the school level, such as the development of an ICT plan, ICT support, and ICT training, which are absent at most of the educational institutions in developing countries [37].

9.4 Political factors

The political will of those in positions of power appears to be the most noticeable impediment to the use of ICT in education in poor nations [34]. The leaders don't appear to find it particularly appealing to allocate enough money for ICT and the education sector. The budgetary allotments in third-world countries make it evident that the armed forces may receive larger resources than education. The technology will flourish if the political elite support it [36].

9.5 Social and cultural factors

Women make up over half of Bangladesh's population, and they are comparatively excluded from the benefits of technology. [38] Explains that the low social standing of women is one of the main social variables impacting the use of ICT in underdeveloped nations, and as a result, women's access to education and ICT use is not seen as vital. The primary role of women is to take care of the family and the children. Because of the nature of these jobs, which require more access to the internet and related technologies, males predominately hold academic, managerial, and technical positions.

Women may find it difficult to use the required software and hardware, even if they own them, because of their hectic schedules with household tasks [37].

9.6 Corruption

In spite of the vigilante oversight of regulatory bodies, corruption has found an unusually secure environment in which to flourish in developing nations. Because corruption is so rampant, it has drawn criticism from both inside and outside the nation. Therefore, one of the major obstacles to the use of ICT in education might be found to be corruption [39].

Administrative corruption caused the budget for newer technology to be misused and cut, and government money that could have been utilized to improve other sectors—like the integration of ICT in education—were diverted in other places [37].

A select few benefit entirely from these funds by keeping all of them for themselves. Despite the approval of large funds for the procurement of contemporary teaching and learning materials aimed at improving the process of teaching and learning, the technical and vocational education sector as a whole only shows marginal advances [39].

9.7 Teachers' attitudes and beliefs about ICT

One of the most important predictors of the adoption of new technology in educational settings has been shown to be the attitudes of teachers. Teachers must "engage in conceptual change regarding their beliefs about the nature of learning, the role of the student, and their role as teacher" in order to successfully employ and integrate computers into their lessons [40].

Consequently, teachers' attitudes and beliefs about these matters have a major impact on the successful integration of ICT into the classroom. It has actually been proposed that teachers' views about computers have an impact on how they utilize them in the classroom and how likely it is that they will learn from the experience [36]. It has been discovered that teachers with less technological proficiency but favorable attitudes towards ICT need less support and encouragement to acquire the skills required for the implementation of ICT in their design activities in the classroom. As a result, educators who are enthusiastic about ICT in general will be enthusiastic about implementing it in the classroom [34].

Furthermore, [37] discovered that individuals with negative views towards computers were less adept at using them, and as a result, they were less likely than those with good attitudes to embrace and adjust to technology. They came to the conclusion that improving people's negative attitudes is crucial to improving their computer skills. Teachers must therefore have a favorable attitude towards the use of technology if they hope to employ it in the classroom. When educators are sufficiently at ease with technology and possess adequate understanding about its application, such attitudes are fostered [40].

9.8 Lack of knowledge and skill

According to [41], teachers' abilities and knowledge play a major role in how well educational innovations work. One of the biggest obstacles to the use of ICT in education, in both developed and developing nations, is teachers' lack of knowledge and abilities. A certain level of technical proficiency, subject-matter knowledge, and comprehension of how children learn are necessary for integrating technology into the curriculum. Furthermore, it was discovered that the biggest predictor of faculty members' use of computers in the classroom was their confidence in their computer skills. Consequently, the use of ICT tools in teaching and learning environments has been restricted due to a lack of understanding about their use as well as a lack of proficiency with their tools and applications [41].

9.9 Lack of time

There is a teacher deficit in developing nations, and those that do exist are highly overworked. Without adding more teachers, some institutions have already implemented two shifts [42]. Furthermore, the majority of educators are also in charge of administrative duties. Teachers are pressed for time and are unable to create, develop, and integrate technology into the teaching and learning process. Instructors require time to plan, to become familiar with the technology and software, and to work together with other educators. Instructors require time to develop and integrate technology into their lesson plans. Certain educators are incapable of integrating technology in their own classrooms in an effective manner, while others are scared to try due to a lack of confidence, enthusiasm, or drive [42].

9.10 Unavailability of policy on technology

Numerous studies' findings demonstrated that there was a lack of a unified policy for the use of technology in teaching and learning as well as organized protocols to direct educational institutions through the implementation process [43]. It would seem, therefore, that schools are ignorant of what is appropriate and workable. The integration of ICT use in the classroom appears to be greatly aided by an ICT policy, but only if teachers are aware of its contents. Put another way, when educators embrace the principles outlined in the school policy and are aware of their consequences, the likelihood of successful ICT integration increases significantly [42].

9.11 Technophobia

It was discovered that certified teachers struggled with technology use. Some said they were too elderly to learn the new technology and use it in their teaching because they were afraid to use it. Technophobia is a problem raised by this [44]. Teachers receive training as well, but they never put it into practice.

Under qualified educators who are not proficient in technology do not bother utilizing computers to plan and execute their lessons. Teaching professionals how to use computers could be a positive start towards encouraging them to modify their attitudes about the tool and assisting them in making better use of it in the classroom [44].

9.12 Lack of teachers qualified in technology integration

There are not enough competent technology integration teachers in many schools to lead the way and help other educators successfully incorporate technology into their lesson plans. Teachers who are currently teaching technology as a subject are not qualified to integrate technology into teaching and learning, according to the Employment of Educators Act [40].

A participant brought up the issue of the lack of competent teachers for technology integration and how it is impeding the process. In order for technology integration to be successful, a sufficient number of teachers must receive training in order to provide students with the technological abilities necessary to satisfy 21st-century demands. Teacher training is therefore crucial to promoting learners’ successful manipulation of multiple literacies [41].

10 Strategies to overcome barriers

A technology integration planning (TIP) model could be a useful tool to help overcome all of these obstacles and increase the efficacy of integrating technology into teaching and learning. Planning, time, effort, and resources are all necessary for properly integrating technology into the curriculum. Whether a nation is just starting to introduce ICTs into the classroom or is in the second stage of development (having done so for ten years or more) and is witnessing further advancements in the use of ICTs in education, both situations are constantly changing, and there are no hard-and-fast rules. [39] Declare that the task is before planners. To surmount the obstacles that impede the effective incorporation of ICTs into the curricula of developing nations, the subsequent tactics were suggested.

10.1 Shared vision and technology integration plan

For a country to grow, a common educational vision is essential because it may effectively break down barriers brought forth by technology leadership [19]. School administrators and teachers may communicate logically about how to use technology if they have a shared vision and technology integration plan. This plan also provides them with a starting point, an end objective, and a roadmap for achieving the goal [43].

Because a commitment to the curriculum is crucial, addressing the precise relationship between technology and particular curriculum content areas is the most significant problem to consider when creating a common vision for technology integration in order to achieve this aim [45].

This indicates that the main goal of any plan for ICT integration in teaching and learning should be to improve the learning outcomes for students. For this reason, while developing a plan for the benefit of all kids, educators and other relevant parties should collaborate. Many academics concur that, as their involvement has been shown to be one of the factors for successful large-scale ICT integration in schools, teachers in particular should be involved in this crucial decision-making process [19].

The aforementioned arguments highlight how crucial it is to have a common vision and an ICT integration plan, as without one, a nation's efforts to incorporate ICT into its educational system will inevitably be sluggish or suffer from ineffective integration [44]. Excellent technological advancements: countries with similar visions and plans for integrating technology into education include China, which is regarded as one of the world's leaders in this area, and the United States. The United States' most recent plan among the ones that have already been released is the NEPT 2010–2020, which was released in March 2010 [46].

The 10-year development plan for educational information technology (2011–2020), which describes the future of information technology in the Chinese education system, was also issued by the State Education Commission of China [46]. This plan is the equivalent of ICT in education in the western world. Because teachers are in charge of carrying out the integration plan in the classroom, it is necessary for Ethiopia, which is still in the early stages of ICT integration, to establish a vision and strategy that includes both administrators and teachers.

Enhancing students' learning with, though, and about technology should be the plan's primary goal [45]. A technology integration strategy, including the many criteria needed to fulfill the vision, must be prepared once it has been unanimously created and supported by the key actors.

10.2 Overcoming scarcity of technology

According to [19], prior research suggests that there exist three approaches to overcome the obstacle of inadequate technological equipment: (i) the usage of inexpensive thin terminal computers, which are less expensive for schools to operate, require less upkeep and technical support from teachers, take up less room, and help with space management difficulties.

10.3 Developing medium- and long-term development plans

Long-term ICT development plans are more strategic and advantageous than short-term development plans, according to the majority of researchers on ICTs in education [19]. Though there are development plans for education in underdeveloped nations, there aren't any specific strategies for the integration of ICTs into education.

Maybe creating longer strategies for ICT development could hasten the process of integrating ICT into classrooms in poorer nations [45].

10.4 Sponsoring ICT integration projects

The reality is that the state cannot manage all ICT initiatives on its own, and basing programs mostly on outside finance calls into question how long they will last. Thus, the various regions ought to collaborate with the government through its education ministries in order to finance teacher ICT development programs at the regional level [45].

11 Recommendations

  • A unified policy for the use of technology in the classroom should be created by the Department of Education and assisted in its implementation by educational institutions.

  • The Department of Education needs to find qualified facilitators who can help teachers in the classroom by offering them support and training.

  • It is important to allocate resources and teachers in the field of technology to schools in an equitable manner.

  • Furthermore, Internet connection should be provided in all schools so that instructors and students can conduct research.

  • Given that the idea of integrating technology into teaching and learning is relatively new, schools should allot ample time for it.

  • To handle maintenance and technical issues, schools must hire a minimum of one technician full-time.

  • In order to keep the center operational, this individual should be selected by the education department and given a suitable remuneration.

  • Technology asset theft and vandalism should be reduced with the use of security technologies.

  • The benefits of technology for teaching and learning should be widely known in the community.