CAMBODIAN TEACHERS' READINESS OF USING ICT: THE CASE OF RURAL UPPER-SECONDARY SCHOOLS

Sina  Pang; Ravy Nhor; Sereyrath Em

doi:10.37249/assalam.v6i2.432

Authors

Sina Pang School of Foreign Languages, the University of Cambodia, Phnom Penh, Cambodia
Ravy Nhor School of Foreign Languages, the University of Cambodia, Phnom Penh, Cambodia
Sereyrath Em National University of Cheasim Kamchaymear, Kompong Cham Campus, Cambodia

DOI:

https://doi.org/10.37249/assalam.v6i2.432

Keywords:

Information and Communication Technology (ICT), Teachers' Readiness, ICT Application

Abstract

Many people in the twenty-first century are familiar with technology. The Education? Ministry of the Kingdom of Cambodia has also included ICT subjects in the school curriculum. However, due to the lack of preparation, many Cambodian teachers, especially those living in the countryside, face many challenges with ICT applications and seem unprepared to use ICT in their teaching. The current study employed a quantitative method through survey techniques. It aimed to examine Cambodian teachers' perceptions of ICT use in the classroom, the level of training on ICT, and the challenges of technical support and ICT infrastructure in schools. 109 teachers (25 females) were asked to participate in the study. The results show that all the teachers had a positive attitude toward using ICT in teaching. Although most of them are confident in their ability to use ICT, less than half use it in their teaching. The result also shows that most teachers received training on using ICT, but they possessed only basic computer skills. Most of them reported that having poor access to computers and the internet was their main challenge. Future studies should be conducted using a qualitative or mixed-methods design with similar topics. The study regarding the challenges of implementing an ICT school curriculum provided by MoEYS is also recommended.

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Author Biographies

Sina Pang, School of Foreign Languages, the University of Cambodia, Phnom Penh, Cambodia

Sina Pang is currently a Director of the Academic Foundation Department at the University of Cambodia (UC), a part-time lecturer at the University of Cambodia (UC), and a Cambodian government teacher of English with a higher education degree working at Bun Rany Hun Sen Bati Upper Secondary School. His research interests include English language education at secondary school, ICT in education, and English teaching methodology. He holds a Bachelor's Degree in Education from the Royal University of Phnom Penh and a Master's Degree in TEFL from The University of Cambodia (UC). Currently, he is a research student in International Education at Hiroshima University.

Ravy Nhor, School of Foreign Languages, the University of Cambodia, Phnom Penh, Cambodia

Ravy Nhor is a Cambodian government officer working at the Secretariat General of the Constitutional Council of Cambodia (CCC), a part-time lecturer at Phnom Penh International University (PPIU), and a part-time teacher of English at Standard Testing and Global Education Institute of Paññāsāstra University of Cambodia (PUC). His research interests include assessment practice in EFL, English language teaching (ELT), ICT in education, and English teaching methodology. He holds a Bachelor’s Degree of Arts in Teaching English to Speakers of Other Languages (TESOL) from Paññāsāstra University of Cambodia (PUC), and a Master’s Degree of Arts in Teaching English as a Foreign Language (TEFL) from the University of Cambodia (UC).

Sereyrath Em, National University of Cheasim Kamchaymear, Kompong Cham Campus, Cambodia

Sereyrath Em is a government teacher of English with a higher education degree working at Kith Meng Brasat high school, a visiting lecturer at Chea Sim University of Kamchaymear (CSUK), a Reviewer at Forum for International Research in Education (FIRE), and an Associate Editor at the Cambodian Education Forum (CEF). Prior to this, he was a secondary school teacher of English and Khmer language working at Darakum lower-secondary school between 2012 and 2015. In 2017, he graduated with a Master’s Degree in Teaching English to Speakers of Other Languages (MA in TESOL) from Human Resource University (HRU), and in 2019, he graduated with a Master’ Degree in Educational Administration from National Institute of Education (NIE) with the support from Cambodia International Education Support Foundation (CIESF). He was also trained at Regional Language Center (RELC) two times between early 2020 and early 2021 with regards to teaching listening, speaking, reading, and writing. His research interests include English language teaching, teaching methodology, educational management, educational leadership, learning and teaching motivation, and learning and teaching challenges. Currently, he is a PhD student in Educational Sciences at the University of Szeged, Hungary.

Email: sereyrathem.edu@gmail.com

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