Barriers Affecting The Integration Of ICT By Industrial Technology Teachers During Instruction In Two Rural High Schools In Antigua

The TPACK theory stresses that there is significant importance for teachers to have mastery in both the content and technological ability in order to improve instructional and classroom performance.ITE/TVET teachers must be prepared to roll with the technological boom in the industrial revolution and digital era in order to stay current with 21st-century learning(Salleh,et al.2022).The TPACK framework was designed to meet the competencies that TVET/ITE teachers require(Salleh,et al.2022).The integration of technology in schools and classrooms on a whole is a multifaceted situation and the success or failure of this process is dependent on a number of variables including adequate resources,proper infrastructure and immersive training.The current status quo in Antigua,however,suggests that this is far from reality and that there are significant impeding barriers that must be addressed in order for TPACK to take effect.In light of this,it is necessary to examine the various barriers that prohibit the successful integration of technology by Industrial Technology Teachers in high schools in Antigua,which include firstorder(external)barriers such as lack of infrastructure and second-order(internal)barriers such as teachers’ perceptions and self-efficacy.The TPACK theory was used to understand the impact of the aforementioned barriers to ITE/TVET teacher’s and the solutions required to facilitate the integration process.Qualitative Case Study was used to complete the study;the data were collected using primary sources via interviews with school principals and administrators within the Ministry of Education.In addition,field observation was conducted,and questionnaires filled by ITE/TVET teachers.The secondary sources of data were achieved via literature review.The results of the study suggested that teachers have a positive perception as to the use and purpose of technology and are willing to integrate it during instruction for the purpose of content delivery,demonstration of key concepts and data capturing.However,there are many first order barriers such as lack of infrastructure e.g.poor Wi-Fi,limited resources e.g.inadequate devices like projectors,smart TV’s,technical support and training need to be addressed in order for TPACK to take place in ITE/TVET classrooms as first order barriers have a major influence on second order barriers such as teacher self-efficacy and perception.In addition,the study revealed solutions that could be utilized to resolve the challenges faced during ICT integration.Some of these recommendations includes: reviewing the current teacher training curriculum so that it can be structured to support training of ITE/TVET teachers in ICT,and to tailor infrastructure,material and human resources to meet the needs of individual institutions.