Trained but Not Yet Using? ICT Training and Classroom Use among Elementary School Teachers in Punjab, Pakistan

Abstract

Information and Communication Technology (ICT) competence is a key expectation of teachers under Pakistan’s National Professional Standards for Teachers, and its importance became especially evident during COVID-19 school closures. This study examined the ICT training, access, and classroom use reported by public elementary school teachers in Punjab, Pakistan. Using a cross-sectional survey, data were collected online from 568 teachers working in 20 schools across Lahore and Kasur districts. A 30-item questionnaire assessed training received, access to digital resources, and the use of ICT for teaching and record-keeping on a five-point scale. The instrument showed high internal consistency for the ICT items (Cronbach’s alpha = .91). Teachers’ mean ICT score was 2.79 (SD = 0.83), significantly below the scale midpoint of 3, indicating limited preparation, access, and routine use. Teachers in Lahore scored slightly higher than those in Kasur (2.85 versus 2.72), but the difference was not statistically reliable. Similarly, no significant differences were found between urban and rural teachers or between male and female teachers, and all group means remained below the midpoint. These findings suggest that inadequate ICT preparation and use constitute a system-wide issue rather than a problem confined to particular locations or demographic groups. To translate professional standards into classroom practice, education authorities should provide reliable devices and connectivity, sustained hands-on training, follow-up mentoring, and opportunities to apply digital skills in lesson planning, assessment, instruction, and record-keeping. Further research should examine training, access, and use separately and include classroom observations across additional districts.

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