7. Challenges to using ICTs in schools

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The ICTSS asked principals to indicate to what extent certain ICT-related issues, such as funding for technology, obtaining a sufficient number of computers, and ensuring that computers and peripherals were up-to-date, were perceived as challenges or barriers to the use of ICT in their school. More than two-thirds of principals reported that sufficient funding for technology was an extensive challenge or area of concern. Large schools were most likely to cite funding as a challenge.

Having up-to-date equipment was cited as an extensive challenge by 52% of school principals, followed by sufficient number of copies and licenses for instructional software (43%), training opportunities for teachers (40%), sufficient number of computers (39%), and sufficient level of ICT in subjects for teachers to provide adequate instruction (38%).

Other significant challenges included finding enough time to integrate ICT into learning (37%), and obtaining adequate technical support for operating and maintaining computers (32%) (Table 16).

Schools in Newfoundland and Labrador were most likely to report sufficient funding for technology as an extensive challenge. Quebec, Prince Edward Island and New Brunswick followed close behind. Only one-third of schools in the Yukon cited funding as a challenge. In fact, the Yukon and Nunavut were the only regions where a higher proportion of schools cited a challenge other than funding – maintaining a sufficient level of ICT in all subject areas for the Yukon, and having enough training opportunities in Nunavut (Table 16).

Obtaining software in the language of instruction was more likely to be an extensive challenge for schools in Nunavut (46%), Quebec (19%) and New Brunswick (18%).