Teacher's ICT readiness and the preference–practice gap: Evidence from Haryana government schools
Keywords:
Teacher ICT Readiness, Preference–Practice Gap, ICT Schools, NEP 2020, Digital Divide.Abstract
The Ministry of Education in India has identified digital education and the integration of Information and Communication Technology (ICT) into teaching-learning processes as a key educational reform. Despite teachers generally expressing positive attitudes toward ICT, its effective classroom integration in government schools remains limited. This study examines the gap between teachers' favorable perceptions of ICT and their actual classroom practices in government high and senior secondary schools in Haryana, while exploring the influence of institutional and district-level factors. The study draws on state-wide research conducted under the ICT Schools Programme in Haryana (2016–2023). Data were collected from 483 government high and senior secondary schools selected from 3,170 ICT schools across all 21 districts. Participants included principals, computer teachers, subject teachers, and students. Using descriptive statistics, district-level comparisons, and thematic analysis of qualitative responses, the study investigates teachers' ICT attitudes, digital competence, pedagogical practices, infrastructure availability, teacher training, and institutional support. The findings reveal that many teachers continue to face challenges in developing digital teaching materials, integrating e-content into subject instruction, and implementing ICT-supported activity-based learning. Drawing on the Technology Acceptance Model (TAM), the TPACK framework, Diffusion of Innovation Theory, and digital divide perspectives, the study concludes that structural and institutional barriers, rather than negative teacher attitudes, are the primary constraints on effective ICT integration. The paper recommends practice-based teacher training, continuous academic support, stronger school-level digital ecosystems, and district-specific implementation strategies to enhance ICT integration in line with the Ministry of Education's objectives.
References
M. J. Koehler, P. Mishra, and W. Cain, 'What is technological pedagogical content knowledge (TPACK)?', J. Educ., vol. 193, no. 3, pp. 13-19, Oct. 2013. doi.org/10.1177/002205741319300303
P. A. Ertmer and A. T. Ottenbreit-Leftwich, 'Teacher technology change', J. Res. Technol. Educ., vol. 42, no. 3, pp. 255-284, Mar. 2010. doi.org/10.1080/15391523.2010.10782551
P. A. Ertmer, 'Addressing first- and second-order barriers to change: Strategies for technology integration', Educ. Technol. Res. Dev., vol. 47, no. 4, pp. 47-61, Dec. 1999. doi.org/10.1007/BF02299597
K. F. Hew and T. Brush, 'Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research', Educ. Technol. Res. Dev., vol. 55, no. 3, pp. 223-252, June 2007. doi.org/10.1007/s11423-006-9022-5
P. Mishra and M. J. Koehler, 'Technological pedagogical content knowledge: A framework for teacher knowledge', Teachers College Record, vol. 108, no. 6, pp. 1017-1054, June 2006. doi.org/10.1177/016146810610800610
J. Voogt, O. Erstad, C. Dede, and P. Mishra, 'Challenges to learning and schooling in the digital networked world of the 21st century', Journal of Computer Assisted Learning, vol. 29, no. 5, pp. 403-413, Oct. 2013. doi.org/10.1111/jcal.12029
M. J. Koehler, P. Mishra, K. Kereluik, T. S. Shin, and C. R. Graham, The Technological Pedagogical Content Knowledge Framework. New York, NY, USA: Springer, 2014, pp. 101-111. doi.org/10.1007/978-1-4614-3185-5_9
N. Selwyn, 'The use of computer technology in university teaching and learning: a critical perspective', J. Comput. Assist. Learn., vol. 23, no. 2, pp. 83-94, Apr. 2007. doi.org/10.1111/j.1365-2729.2006.00204.x
K. F. Hew and T. Brush, 'Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research', Educational Technology Research and Development, vol. 55, no. 3, pp. 223-252, June 2007. doi.org/10.1007/s11423-006-9022-5
R. J. Krumsvik, 'Situated learning and teachers' digital competence', Education and Information Technologies, vol. 13, no. 4, pp. 279-290, Dec. 2008. doi.org/10.1007/s10639-008-9069-5
V. Venkatesh and F. D. Davis, 'A theoretical extension of the Technology Acceptance Model: Four longitudinal field studies', Manage. Sci., vol. 46, no. 2, pp. 186-204, Feb. 2000. doi.org/10.1287/mnsc.46.2.186.11926
V. Venkatesh, M. G. Morris, G. B. Davis, and F. D. Davis, 'User acceptance of information technology: Toward A unified View1', Manag. Inf. Syst. Q., vol. 27, no. 3, pp. 425-478, Sept. 2003. doi.org/10.2307/30036540
T. Teo, 'Modelling technology acceptance in education: A study of pre-service teachers', Comput. Educ., vol. 52, no. 2, pp. 302-312, Feb. 2009. doi.org/10.1016/j.compedu.2008.08.006
'Mapping of school teachers' digital competency in the context of digital infrastructure: A systematic review and empirical study of India', Journal of Professional Capital and Community, vol. 9, no. 3, pp. 173-195, Aug. 2024. doi.org/10.1108/JPCC-01-2024-0016
T. Teo, 'Factors influencing teachers' intention to use technology: Model development and test', Comput. Educ., vol. 57, no. 4, pp. 2432-2440, Dec. 2011. doi.org/10.1016/j.compedu.2011.06.008
J. Voogt, P. Fisser, N. Pareja Roblin, J. Tondeur, and J. van Braak, 'Technological pedagogical content knowledge - a review of the literature', J. Comput. Assist. Learn., vol. 29, no. 2, pp. 109-121, Apr. 2013. doi.org/10.1111/j.1365-2729.2012.00487.x
D. C. Nielsen, A. L. Barry, and P. T. Staab, 'Teachers' reflections of professional change during a literacy-reform initiative', Teach. Teach. Educ., vol. 24, no. 5, pp. 1288-1303, July 2008. doi.org/10.1016/j.tate.2007.01.015
N. Singh, 'Bridging the digital divide: A comprehensive analysis of ICT infrastructure in rural schools of Jharkhand, India', Theory and Practice, vol. 30, no. 6, pp. 4456-4460, June 2024. doi.org/10.53555/kuey.v30i6.7279
P. A. Ertmer, 'Addressing first- and second-order barriers to change: Strategies for technology integration', Educational Technology Research and Development, vol. 47, no. 4, pp. 47-61, Dec. 1999. doi.org/10.1007/BF02299597
J. Tondeur, J. van Braak, G. Sang, J. Voogt, P. Fisser, and A. Ottenbreit-Leftwich, 'Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence', Comput. Educ., vol. 59, no. 1, pp. 134-144, Aug. 2012. doi.org/10.1016/j.compedu.2011.10.009
M. Drent and M. Meelissen, 'Which factors obstruct or stimulate teacher educators to use ICT innovatively?', Comput. Educ., vol. 51, no. 1, pp. 187-199, Aug. 2008. doi.org/10.1016/j.compedu.2007.05.001
Schleicher, Valuing our Teachers and Raising their Status: How Communities Can Help. Paris, France: OECD Publishing, 2018. doi.org/10.1787/9789264292697-en
J. E. Lawrence and U. A. Tar, 'Factors that influence teachers' adoption and integration of ICT in teaching/learning process', EMI Educ. Media Int., vol. 55, no. 1, pp. 79-105, Jan. 2018. doi.org/10.1080/09523987.2018.1439712
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
