Authors-Mr Sonam Rinchen, Mr Sonam Tobgay
Abstract- This study investigates the impediments encountered by educators and students in effectively integrating Information Communication Technology (ICT) devices for the teaching and learning of English within a higher secondary school affiliated with Samdrup Jongkhar Thromde. Em-ploying a convergent mixed-method design, the research synthesizes quantitative and qualitative data collection techniques. The study encompasses a target population of 138 participants, con-sisting of students, teachers, and principals. Research instruments such as questionnaires, semi-structured interviews, and document analysis were utilized for data acquisition. Quantitative data underwent analysis through Statistical Package for Social Science (SPSS) version 22.0, presented through percentages and means, while qualitative data underwent thematic analysis. The findings underscore various challenges, including subpar network connectivity, outdated facilities, insufficient technical competencies, restricted access to ICT resources for students, and temporal constraints experienced by educators and learners in the utilization of diverse ICT devic-es for instructional purposes. However, the study also highlights the affirmative facets of ICT utilization, such as enriching English language acquisition, facilitating expedient information retrieval, promoting autonomous learning, accommodating diverse learning needs, and fostering collaborative engagement. Notably, the study identifies a limited array of ICT tools commonly employed by educators, predominantly inclusive of interactive PowerPoint presentations, basic PowerPoint presentations, and Google Classrooms. In light of the identified challenges and benefits, the study advocates for collaborative efforts among stakeholders, including governmental bodies, the Ministry of Education, school admin-istration, and pertinent entities, to enhance ICT infrastructure, fortify educators’ technical profi-ciencies through targeted professional development initiatives, and augment overall ICT resources within educational institutions. These recommendations aim to cultivate an environment condu-cive to the effective integration of ICT in the teaching-learning paradigm, thereby enhancing edu-cational outcomes, particularly in the domain of English language instruction.
