Teaching Practices of Grade VI Teachers of Lugait Central School in Integrating Information and Communication Technology (ICT) into their Learning Areas
Abstract:
This qualitative case study investigates the teaching practices of Grade VI teachers at Lugait Central School in integrating information and communication technology (ICT) into their learning areas. Data gathered through interviews and classroom observations reveal that teachers utilize various ICT-based strategies, including blended learning, video-aided instruction, animation, and interactive musical skill games. Despite these innovations, they encounter significant challenges such as limited access to digital devices, poor internet connectivity, inadequate institutional support, insufficient training, and constrained preparation time. Nevertheless, the integration of ICT has led to positive instructional outcomes, with teachers reporting heightened student engagement, improved retention, and enhanced learning experiences. ICT tools were perceived to make lessons more dynamic and teaching more effective. To sustain and improve these gains, the study recommends increased access to technological resources, ongoing professional development, and strengthened support systems.
Keywords: ICT integration, lifelong learning, teaching practices, technology access
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