Abstract
In this article, specific quantitative findings from a mixed-methods study that examined the leadership strategies Antiguan school principals employed to integrate technology into the curriculum are examined. The goal was to provide a critical analysis of the impact of ICT integration in Antiguan Secondary Schools from the perspectives of teachers and students. This study was anchored by the International Standards for Technology in Education (ISTE), as well as the TPACK theoretical frameworks. In order to gather data about participants perceptions of the impact of integrating technology into the curriculum, online questionnaires were administered via Google Forms to educators (N=163) from nine secondary schools, as well as to students (N=256) in Forms 4 and 5. The quantitative data were then subjected to descriptive analyses, independent Samples T-Tests, and One-Way ANOVAs using SPSS 26. The quantitative data analyses highlighted findings that included significant T-Tests related to ICT training and perception of the value of technology among teachers, as well as positive correlations related to higher levels of principal’s involvement and support of ICT integration. To make ICT integration smoother, schools should invest in both pre-service and in-service training for teachers and principals. Additionally, having an up-to-date technology use policy can provide clear guidance for everyone.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call