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Challenges facing school leadership in promoting ICT integration in instruction in the public schools of Bahrain

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Abstract

The future of Bahrain’s economy and the prosperity of its citizens are, like elsewhere in the world, strongly correlated with ICT integration in almost every life aspect (Anderson 2010). ICT integration depends heavily on digital literacy, which is the ability to make use of ICT in learning and work activities (Erstad in Education and Information Technologies, 11, 415–429, 2006; Krumsvisk 2006), and which can be understood more clearly by understanding the role of ICT in schools (Hadjerrouit in Issues in Informing Science and Information Technology, 5, 233–259, 2008) where preparation for the 21st Century skills takes place. This study describes, from the point of view of Bahraini assistant principals, the case and conditions of ICT integration in Bahrain’s public schools and exposes the main challenges faced by school leaders in the process. It also discusses strategies and presents recommendations that could help school leaders and policy makers in Bahrain and similar contexts elsewhere respond to such challenges.

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Authors and Affiliations

  1. Bahrain Teachers’ College, University of Bahrain, Sakhir Campus, P.O.Box 32038, Zallaq, Kingdom of Bahrain

    Nina Abdul Razzak

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  1. Nina Abdul Razzak
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Correspondence to Nina Abdul Razzak.

Appendix A

Appendix A

Interview Items

  1. 1.

    How equipped would you say your school is in terms of technology resources (hardware, software, networks, etc.). Explain.

  2. 2.

    Identify your school’s main strengths and weaknesses (if any) in relation to technology resources.

  3. 3.

    To demonstrate your understanding of the notion of ‘technology integration’, provide some examples from your school of what you consider as implementations of technology integration.

  4. 4.

    Taking into consideration the following definition of ICT integration, how would you rate your teachers’ understanding and application of the notion of ‘technology integration’ ?

What is meant by effective ICT-integration is the use of technology resources in daily classroom practices and in the management of the school; it is achieved when the use of the technology is done routinely and in a transparent way and when technology is readily available and accessible to everyone in the school, supports the curricular goals, and helps students effectively learn and reach the 21st Century goals set for them (The George Lucas Educational Foundation: Edutopia 2007). A comprehensive ICT-Integration program is one which includes each and every member of the school community and that ensures the availability and accessibility of technology resources to everyone in the school; it involves 3 main things: teachers and students learning how to use ICT, teaching using ICT, and students learning through ICT (Abdul Razzak 2013).

  1. 5.

    When your school teachers are required to implement technology integration in their classrooms, what would count as the best description of their attitude towards such a requirement?

  2. 6.

    What kind of ICT training has been in the last 5 years implemented in your school?

  3. 7.

    What kind of support does your school leadership provide in terms of technology integration?

  4. 8.

    What are the most common problems/challenges currently facing your school in terms of technology integration?

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Abdul Razzak, N. Challenges facing school leadership in promoting ICT integration in instruction in the public schools of Bahrain. Educ Inf Technol 20, 303–318 (2015). https://doi.org/10.1007/s10639-013-9283-7

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  • DOI: https://doi.org/10.1007/s10639-013-9283-7

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