CHALLENGES AND OPPORTUNITIES TOWARD USING ICT IN AFGHANISTAN SCHOOLS

Imran Wahidi
Junior Student, English Department, Language and Literature Faculty, Kabul University
E-mail:Imranwahidi14@gmail.com
Mobile phone: +93 78 990 1916.
&
Shamsur Rahman Esaqzai
Junior Student, English Department, Language and Literature Faculty, Kabul University
E-mail:shams.esaqzai@gmail.com
Mobile phone: +93 785 49 54 81.
&
Ahmad Zubair Zarah
Junior Student, English Department, Language and Literature Faculty, Kabul University
E-mail:Zubair.zarah7@gmail.com
Mobile phones: +93 729 46 1969

Abstract

The study reported in this paper investigated challenges facing implementation of Information and
Communication Technologies (ICT). The study used case study research design and a total of 100
teachers from 2 high schools drawn from the districts in Kabul region participated in the study.
Structured questionnaires were used to collect data from teachers and . Analysis of data through the
Statistical Package for Social Sciences (SPSS) has shown that there are several challenges facing
effective implementation of ICT curriculum in primary and high schools in Kabul. The challenges
include; unwillingness of some teachers to teach ICT, lack of interest to teach ICT, lack of ICT literacy
among teachers and pupils, lack of pedagogical knowledge and limited access to ICT facilities by
most teachers and pupils. The study concludes that, successful implementation of ICT curriculum in
primary schools in Kabul city is still a challenging endeavor. It is therefore recommended that efforts
should be made to redress the identified challenges and that further research should be conducted to
evaluate a professional development program that is developed to promote primary school teachers'
pedagogical knowledge so that they can exploit and implement ICT curriculum effectively in primary
and high schools in Kabul.
Paper presented at the Ihtezaz e Elm and Family-hayi-Reshkhor primary and high schools, Kabul,
Afghanistan , 6th -7th November, 2022
CHALLENGES FACING IMPLEMENTATION OF ICT CURRICULUM IN
Afghanistan's SCHOOLS:

INTRODUCTION
Computer technology, in most developing countries including Afghanistan is a new
innovation. In developed countries, computer technology is applied in different sectors long time ago
to enhance effectiveness and efficiency in various aspects including education sector (Mulamula,
1998). Lishan and Wood (1999) concur with the idea as they point out that, computer technology
in developed countries has changed working culture enhanced productivity in all sectors and
promoted economic growth of those countries, generally it has improved quality of life and
tremendous achievements have been made especially in provision of different services and in
increasing productivity, performance and efficiency. In developing countries, however, adaptation
and application of technology is delayed due to different factors including lack of funds and
expertise (Sahay & Walshan, 1995; Gibson & Oberg, 1997). In Tanzania, studies (such as
Mambo, 1993; 1998; Irvine, 2002; Senzige and Sarukesi, 2003; Mwandosya, 2003; Mapunda,
2004; Swarts & Wachira, 2010) show that the first computer was installed in 1965 in the
government treasury to provide computing services to all government departments. Since then,
computer installations have been made in different other sectors including education.
Today, Information and Communication Technology (ICT) is been applied in different key
factors of the economy including education to improve efficiency (Mambo, 1993; 1998). In 2005, the
Ministry of Education and (MoE), introduced Information and Communication Technology (ICT)
called Teknoloji malomati (IT) into primary and high sschools curriculum. According to MoE (2005),
the aim of introducing IT curriculum is to help the primary school pupils to be able to search,
compose and send and receive information from various sources, which in turn will improve the
communication skills in education, economic and political activities using both traditional and
modern technologies.
Consequently, primary schools in Afghanistan have introduced ICT curriculum to foster ICT
literacy amongst teachers and students. It is believed that, ICT is a leading agent of change in
development if used and applied appropriately in daily activities. However, until now the challenges
of implementing ICT curriculum in primary schools are not explored. Therefore, the study reported
in this paper investigated the challenges facing implementation of ICT curriculum in primary schools
in Kabul region.

FOCUS OF THE STUDY

As highlighted in earlier section, the major focus of the study described in this paper was to
investigate the main research question; What are the challenges of implementing Information and
Communication Technologies (ICT) curriculum in primary schools at Kabul? The following sub-
research questions were formulated in order to address this main research question:
1. What are teachers and students perceptions about ICT Curriculum?
2. What specific ICT literacy do teachers and students have?
3. What specific pedagogical knowledge do teachers have?
4. Do teachers and students have access to ICT facilities to support ICT curriculum
implementation in primary schools? If yes, where do they access such facilities?

THEORETICAL UNDERPININGS

Teachers' Perceptions about ICT Curriculum

Studies show that successful implementation of ICT Curriculum depends largely on the
perceptions of teachers, who eventually determine how they implement such a curriculum in the
classroom (Bullock, 2004; Kersaint, Horton, Stohl & Garofalo, 2003; Woodrow, 1992). Bullock
(2004) found that teacher 's perceptions are a major enabling/disabling factor in the implementation
of ICT Curriculum. Similarly, Kersaint et al. (2003) found that teachers, who have positive
perceptions toward ICT Curriculum, feel more comfortable with using it and usually exploit it in
their teaching. In fact, Woodrow (1992) asserts that any successful implementation of ICT
curriculum requires the development of positive teachers ' perceptions toward new technology. The
development of teachers ' positive perceptions toward ICT is a
key factor not only for enhancing ICT curriculum implementation but also for avoiding
teachers' resistance to ICT curriculum implementation (Watson, 1998; Mwalongo, 2011).

Pupils' perceptions of ICT Curriculum

According to Hall & Higgins, (2004), pupils are very enthusiastic about ICT implementation
because of their versatility in the classroom, multimedia capabilities and the fun and
enjoyment they bring to learning. Pupils reported that technical problems such as lack of ICT
literacy and lack of access to ICT facilities are among the negative aspects that hinder the
effective exploitation of ICTs in the learning process (Mwalongo, 2011). Another critical factor
that affects pupils ' perceptions toward using ICT is the attributes of the ICTs themselves (Roger,
1995). According to Rogers (ibid) there are five main attributes of ICTs that affect its acceptance
and subsequent implementation in schools, which include; relative advantage, compatibi lity,
complexity, observability and trialibility (Kreisel, 2003). Although Kent & Face, (2004) argue that
using ICTs contribute to positive attitudes of pupils towards ICT implementation, Kreisel (ibid)
contents that students' level of exploitation of ICT at home differs from that at school. Furthermore ,
studies such as that by Brosman, (1998), show that 6-11 year old boys have more positive
perceptions about ICT implementation . In another study, Kay, (1992) reported that girls are less
positive about ICT implementation than boys but are enthusiastic about exploitation of programs
such as word processing and drawing. In terms of gender, Barrier & Light, (1992) found that girls do
less technical tasks and do not sit as often as boys in the mouse position '. According to Barbie
&Light (ibid) girls prefer a particular learning approach, which results in a preference for ICT
exploitation with particular characteristics.

Teachers' ICT Literacy

Teachers' ICT literacy is among the critical conditions for effective exploitation of ICTs in
teaching and learning (Pebble, 2003). According to Pebble, (2003), although teachers play a
crucial role in the implementation and exploitation of ICT in schools, teachers ' lack the
necessary ICT literacy and skills is likely to hamper successful implementation of ICT. A
number of studies report that generally majority of teachers across the education system are
ICT literate (Jung, 2003; Kirschner & Davis, 2005; Downes, 2001) but lack sufficient
pedagogical knowledge because most ICT in-service training promote technical knowledge of
teachers in isolation and fail to link teachers' technical knowledge to exploitation of ICT as a
pedagogical gadget in curriculum implementation. Therefore in order to balance teachers '
confidence with ICT as a technological and that with ICT as a pedagogical tool for quality
teaching and learning, teachers ' ICT literacy is necessary (Francis-Pelton & Pelton, 1996) and
lack of which lead to a lack of confidence to attempt to implement ICT curriculum. However,
according to Fuglestad (2004), pupils in most schools are more ICT literate than their teachers.

Teachers' pedagogical knowledge

For teachers to effectively and efficiently exploit ICT in their teaching, they need to appreciate
the potential that ICTs have, get an opportunity/time to apply them in classroom and training on how
to exploit ICT (Bowes, 2003). Only then that, teachers become confident in the implementation and
exploitation of ICTs in schools (Bowes, 2003).This is because one of the reasons for primary school
teachers not to exploit ICT in teaching and learning is lack of confidence in using ICT and lack of
pedagogical knowledge (Moore, 2005).
ICT has the potential in making a significant contribution to enhanced teaching and learning
across all subjects in schools and when teachers value the benefits of ICT, their perceptions towards
exploitation of ICT tend to be more positive (Teo, 2008; Al-Zaidiyeen et al, 2010). Teachers need
adequate pedagogical knowledge for them to meaningfully exploit and implement ICT curriculum in
schools. According to Mentz & Mentz (2003), lack of pedagogical knowledge among teachers is one
of the major obstacles that make teachers not to effectively exploit ICT in teaching and learning in
schools in most developing countries. They advise that before technology can effectively be
exploited in teaching and learning in schools, teachers must acquire pedagogical knowledge on
how to exploit ICT in to enhance their teaching. On the contrary, literature show that primary
school teachers still lack pedagogical knowledge that are needed for them to be able to
teach with technology successfully (Angeli & Valannides, 2009).

Teachers and Pupils access to ICTs facilities

In terms of access to ICT facilities, studies indicate that only a small number of primary schools
have ICT facilities which makes teachers access to ICTs limited (Swarts & Wachira, 2010). A study
from Kenya (Kenya School Net, 2003) found that almost 40% of the surveyed schools had less than
10 computers, and were therefore inadequate for teaching and learning and that more than 20
percent had less than 5 computers, indicating that teachers and pupils have limited access to
computers. According to Swarts & Wachira (ibid), the few schools that have ICT facilities are always
those which have either benefited from parent contributions or donations from non-governmental
organizations and some private sector companies. Evidence show that availability of ICT facilities
such as Computer, internet, mobile phone, DVCs and CDs, audiotapes, videotapes and television
in schools is critical for teachers and pupils to exploit ICT in the teaching and learning (Philps et al.
1998). According to Phelps et al. (ibid), access to ICTs coupled with the availability of reliable
technical support, electricity and periodic maintenance contribute to effective exploitation of such ICT
facilities in teaching and learning. On the other hand, lack of ICT facilities make teachers decide not
to use ICT in teaching and learning processes (Hooker et al. 2011; Moore, 2005; Mapunda, 2004

FINDINGS
Teachers Perception about ICT Curriculum
One of the research question investigated teachers perceptions about ICT curriculum as
presented in Tables 1.Table 1 shows that generally more than half of respondents have positive
perceptions about ICT curriculum.
Specifically, majority of teachers are positive about ICT curriculum because (i) they enjoy teaching
ICT curriculum in their classroom [53.06% (52)], (ii) they like teaching pupils ICT [74.4% (73)], (iii)
they believe that ICT curriculum is important for the future of the Pupils [89.7% (88)] and (IV) they
know that ICT curriculum exposes pupils to important
Technologies for day to day application [93.8% (92)].

Table 1. Teachers ' Perception about ICT Curriculum

N=(98)
Frequencies Percentages
No Teachers perception
 1. I enjoy teaching ICT curriculum 52 53.06%
2. I like teaching pupils ICT 73 74.4%
3. I believe ICT is important for the future of pupils 88 89.7%
4. I know that ICT curriculum exposes pupils to important 92 93.8%
technologies for day-to-day application
5. Teaching ICT is frustrating for me 65 66.3%
6. I teach ICT because I have been asked to do so 52 53.06%
7. I do not have interest on teaching ICT 74 75.1%

Also findings indicate that more than half of respondents i.e. 53.6% (52) have negative
perceptions about ICT curriculum. More than half of teachers [53.06% (52)] teach ICT because they
have been asked to do so and that they do not have interest on teaching ICT [55.1 % (54)]. The other
research question explored teachers ICT literacy as presented in Table2. It is clear in Table 3 that
generally less than half percent of teachers i.e. teachers: 17.3 (17)-39.7% (39) are ICT literate.

Table 2. Teachers ICT Literacy

Teachers(N=98)
No Frequencies Frequencies
ICT Literacy
Percentage Percentage
1. I can use word program 37 37.7%
2. I can use excel program 25 25.5%
3. I can use power point presentation program 17 17.3%
4. I can send and read e- mails 39 39.7%
5. I can send a document as an attachment 22 22.4%
6. I can use internet to find Teaching / learning resources 36 36.7%

Specifically findings show that (i) only 37.7% (37) of the teachers can use word program, (ii)
only 25.5% (25) of the teachers can use excel program, (iii) only 17.3% (17) of the teachers
can use power point presentation, (iv) only 39.7% (39) of the teachers can send and read e-mail,
(v) only 22.4% (22) of the teachers can send a document as an attachment and (vi) only 36.7%
(36) of the teachers can use internet to find teaching resources.
Table 3. Teachers Pedagogical Knowledge
Teachers(N=98)

Frequencie Percentage
Pedagogical Knowledge
s
I feel competent using word program 24 24.4%
I feel competent using e-mail to communicate with students 26 26.5%
I feel competent using the internet to find educational
resources. 32 32.6%
I feel competent about teaching students
appropriate how to use ICT (e.g. computer and 26 26.5%
internet) in their learning
I feel competent to help students learn to solve 28 28.5%
 problems, accomplish complex tasks, and use higher
other thinking skills using ICT

Teachers' to ICT Facilities

Furthermore, the study investigated teachers access to ICT facilities in schools as presented in
Table 4. Findings in Table 4 show that generally lack access to ICT facilities in schools. Majority
of teachers have limited access to ICT facilities in schools i.e (i) 11.2 % (11) f the teachers
have access on computers, (ii) 11.2 % (11) of the teachers have access to internet, (iii) 5.1 %
(5) of the teachers have access to Videotapes, (iv) 7.1 % (7) of the teachers have access to
Audiotapes, (v)17.3% (17) of the teachers have access to DVDs and CDs, (v) 33.6 % (33) of the
teachers have access to Radio and also (vi) 35.7% (35) of the teachers and 27.3 % (29) of the
pupils have access to Television. However, findings reveal that more than half of the teachers i.e.
57.14% (56) have access to mobile phones

Table 4. Teachers access to ICT facilities

Teachers (N=98 )
ICT Facilities
Frequencies Percentages
Computer 11 11.2%
Internet 11 11.2%
Videotapes 5 5.1%
Audiotapes 7 7.1%
DVDs And CDs 17 17.3%
Radio 33 33.6%
Mobile phones 56 57.14%
Television 35 35.7%

Places Where Teachers Access ICT Facilities

Lastly, the study explored places from where teachers access ICT facilities as
presented in Table 5.
Table5. Places Where Teachers Access ICT Facilities
Teachers
Places (N=98 )
Frequencies Percentages
In school 19 19.3%
At home 36 36.7%
In the internet 40 40.8%

It is evident from Table 5 that only a few teachers access ICT facilities in schools,
at home and internet cafe. Findings show that (i) only 19.3 % (19) of the teachers and do
access ICT facilities in school, (ii) only 37.7% (36) of the teachers do access ICT facilities at home
and (iii) only 40.8 % (40) of the teachers and do access ICT facilities at internet .
CONCLUSIONS AND DISCUSSION
The major focus of the study described in this paper was to investigate the challenges facing
implementation of ICT curriculum in schools in Dares Salaam by considering issues of perceptions,
ICT literacy of teachers , pedagogical knowledge of teachers and access to ICT facilities . The
study has revealed that generally implementation of ICT curriculum in primary schools in
Tanzania is facing several challenge s, which include ; unwillingness to teach ICT, lack of interest
amongst some teachers to teach ICT, lack of ICT literacy among teachers , lack of pedagogical
knowledge and limited access to ICT facilities. On the challenge of unwillingness to teach ICT,
findings have shown that some teachers teach ICT because they have been asked to do so by the
Government. This shows that they are unwilling to implement ICT curriculum in the classrooms .
Teachers who are willing to implement ICT curriculum, can consider exploiting the same in their
teaching. Regarding the challenge of lack of interest amongst teachers to implement ICT, findings
have shown that majority of school teachers are disinterested to implement ICT curriculum in the
classrooms. Development of teachers ' positive interest about ICT is a key factor for avoiding
teacher 's resistance and lack of interest to exploit and implement ICT (Watson, 1998).
Successful implementation of ICT curriculum depends largely on the positive interest of teachers,
who eventually determine how they exploit and implement ICT curriculum in the classroom
(Bullock, 2004).
Another challenge which hampers successful implementation of ICT in primary schools is
lack of ICT literacy among teachers. Findings have shown that teachers ' lack of ICT literacy
make them feel incompetent in teaching different ICT applications. Similar challenge has been
reported in several other studies such as Pebble (2003) who argue that teachers ' ICT literacy
is among the critical conditions for successful implementation of ICT curriculum in schools. There
is also a challenge of lack of pedagogical knowledge among teachers. This makes teachers
unable to exploit ICT to enhance their teaching. Lack of pedagogical knowledge among school
teachers is a common challenge everywhere and is serious obstacle for teachers to efficiently and
effectively exploit ICT in the teaching and learning in most schools in developing countries. The
study has also established that majority of teachers have limited access to ICT and that only a few
teachers have access to ICT facilities in schools, at home and internet. Evidence show that
availability of ICT facilities such as Computer, internet, mobile phone, DVCs and CDs,
audiotapes, videotapes and television in schools is critical for teachers to exploit ICT in the
teaching and learning (Philps et al. 1998). On the other hand, lack of ICT facilities make
teachers decide not to exploit ICT in teaching and learning processes. Based on the findings
from this study, it is recommended that efforts should be made to redress the identified
challenges. Also, further research should be conducted to evaluate a professional development
programmer that is developed to promote primary school teachers' ICT literacy and pedagogical
knowledge so as to efficiently and effectively exploit and implement ICT curriculum in schools in
Afghanistan.
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