Abstract:

Issues of providing adequate ICT education and the effective use of ICT for education still remain and have not been properly addressed. This exists in both developing and developed countries. As ICT readiness factors differ from country to country, the way of addressing the need is also unique to the country concerned. .
The main objective of this research is to find solutions to enhance the quality of ICT education at the secondary level in Sri Lanka. The target areas are, utilizing the existing resources and facilities to deliver national content without isolating the students and teachers in rural areas until the international standards in ICT education are acquired by all the schools in the country. Specific objectives were identified as to: identify the current ICT readiness of Sri Lanka, understand the problems in providing a quality ICT education, and understand the potential instructional delivery strategies. To achieve this, a study was designed with three phases.

Phase I was focused to achieve the first objective. A sample survey was used to determine the current status of ICT education. Facts were collected from 5 districts that include 35 schools, 32 principals, 1295 ICT students, ICT educational leaders, ICT experts, and classroom observations implemented through multiple data collecting instruments. The findings of the survey results reveal that 33% selected subjects in the school curriculum to be implemented using ICT as a tool. Further, a 5:1 student- computer ratio is recommended for secondary school. 61% of the students say that they have domestic computer facilities. Further, Internet and networking facilities, skill level of teachers and factors like software, maintenance, and policies are also indicators needed for successful ICT education. Hence, Sri Lanka enjoys a good status according to readiness indicators for ICT specialization subjects in the secondary education.

Phase II aimed at the 2nd objective, which was designed to collect data from teachers. 48 ICT teachers responded to the questionnaire while 10 teachers were interviewed. The data collection was on the difficulties faced by teachers regarding ICT education at the classroom level and dealing with these problems. As such, it was concluded that Sri Lanka can move from traditional classroom based learning to blended learning as an alternative way.

Phase III was designed as a brainstorming session which consisted of 11 panel members plus the researcher as the facilitator. The findings of previous phases including the strength of readiness and barriers regarding ICT education were presented to the panel and they were asked to create the features of the best instructional delivery with the existing as well as the projected readiness expected on current trends in government policies. The data analysis returned, a blended learning technology approach with four models viz: i) Peer-to-peer student group activity model (ii) Teacher and student group activity model (iii) Peer-to-Peer teacher activity model (iv) Teacher trainer - teacher activity model were recommended to enhance the quality of ICT education. These models were further tested through empirical information on how this is appropriate for developing countries like Sri Lanka.

Keywords:

Blended Learning (BL), ICT Education, Developing Countries, Sri Lanka.