Abstract
This study examined extrinsic and intrinsic barriers of teaching through technological-based tools at undergraduate and elementary level in Multan city. It was aimed to identify some or all of the possibly existing extrinsic and intrinsic barriers of using ICTs by sampled teachers. For this a check list, questionnaire and semi-structured interview protocol sheet were used to collect the required data. Total 253 elementary school teachers and 133 university teachers from 20 different elementary schools and 6 local universities participated in the study. Moreover, all the 20 elementary schools principals and 06 chairpersons were also interviewed during the data collection phase. Major extrinsic barriers were limited accessibility of ICTs tools, older curricula and traditional assessment system, poor infrastructure, and language skills; while focusing the lecture method and fear of using ICTs tools were the intrinsic barriers of teachers. It was recommended that to overcome the ICT barriers needed collaboration between teachers and administration; also the implementation of ICTs in schools should according to the policy plan for education.
Keyword(s)
ICT tools, Higher education, elementary schools, teaching with ICTs, ICTs barriers