<abstract xmlns="http://www.w3.org/1999/xhtml">

The accelerated advancement of the technological revolution in the new digital world forces teachers to adapt and renovate their teaching practice by using information and communication technologies in the usual way so that this innovation improves the quality of the teaching and learning for skills development through the effective use of these technologies. Thus, teachers face many challenges when trying to integrate technology into their classrooms. Teachers from the Mont-Amba Educational Province, for example, are not spared from the many obstacles they face to use technologies in teaching and learning. It is within this framework that this research has set itself the main objective of investigating the challenges of using ICT in teaching and learning in order to propose solutions to improve the practices of teaching and learning in elementary schools in the educational province of Mont-Amba.
The research used a descriptive statistical analysis based on a mixed approach, and a conceptual framework was developed to guide the research. The sample of the target population is composed of 80 Teachers and 5 Head Teachers; two instruments, questionnaire and interview, are used to collect data. Qualitative data were analyzed by SPSS, and qualitative data were coded and analyzed. After analyzing the data, the result reveals that teachers face several challenges, such as lack of effective training, lack of resources, lack of time, lack of technical support and leadership, lack of knowledge and skills, lack of internet, lack of electricity, technical breakdown, low government funding, and lack of an effective strategy of ICT use in teaching and learning.
Originality or value: this study is very significant at two levels. First, in the scientific context, it contributes to the scientific literature on the use of ICTs in education. Secondly, it clarifies the barriers to the use of ICT in primary school teaching and learning that teachers face, and this study has developed a series of recommendations that will be presented to the government and the administrative authorities of the Congolese education sector so that it applies to meet these different challenges in the use of ICT in this educational province.
</abstract>

The accelerated advancement of the technological revolution in the new digital world forces teachers to adapt and renovate their teaching practice by using information and communication technologies in the usual way so that this innovation improves the quality of the teaching and learning for skills development through the effective use of these technologies. Thus, teachers face many challenges when trying to integrate technology into their classrooms. Teachers from the Mont-Amba Educational Province, for example, are not spared from the many obstacles they face to use technologies in teaching and learning. It is within this framework that this research has set itself the main objective of investigating the challenges of using ICT in teaching and learning in order to propose solutions to improve the practices of teaching and learning in elementary schools in the educational province of Mont-Amba.
The research used a descriptive statistical analysis based on a mixed approach, and a conceptual framework was developed to guide the research. The sample of the target population is composed of 80 Teachers and 5 Head Teachers; two instruments, questionnaire and interview, are used to collect data. Qualitative data were analyzed by SPSS, and qualitative data were coded and analyzed. After analyzing the data, the result reveals that teachers face several challenges, such as lack of effective training, lack of resources, lack of time, lack of technical support and leadership, lack of knowledge and skills, lack of internet, lack of electricity, technical breakdown, low government funding, and lack of an effective strategy of ICT use in teaching and learning.
Originality or value: this study is very significant at two levels. First, in the scientific context, it contributes to the scientific literature on the use of ICTs in education. Secondly, it clarifies the barriers to the use of ICT in primary school teaching and learning that teachers face, and this study has developed a series of recommendations that will be presented to the government and the administrative authorities of the Congolese education sector so that it applies to meet these different challenges in the use of ICT in this educational province.

Barriers of the Use of ICT in Teaching: Mont-Amba Educational Province Solutions

Co-author Lecturer PhD, University of Kinshasa

Journal of Education, Society & Multiculturalism

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

{"article-title":"Barriers of the Use of ICT in Teaching: Mont-Amba Educational Province Solutions"}

The accelerated advancement of the technological revolution in the new digital world forces teachers to adapt and renovate their teaching practice by using...

Barriers of the Use of ICT in Teaching: Mont-Amba Educational Province Solutions

Online veröffentlicht: 02. Juni 2022

Seitenbereich: 142 - 168

DOI: https://doi.org/10.2478/jesm-2022-0009

Schlüsselwörter
ICT, Challenges, Obstacles, Teaching, Learning

© 2022 Manda Kisimba Benjamin et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Barriers of the Use of ICT in Teaching: Mont-Amba Educational Province Solutions

Online veröffentlicht: 02. Juni 2022

Seitenbereich: 142 - 168

DOI: https://doi.org/10.2478/jesm-2022-0009

SchlüsselwörterICT, Challenges, Obstacles, Teaching, Learning

© 2022 Manda Kisimba Benjamin et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Schlüsselwörter
ICT, Challenges, Obstacles, Teaching, Learning