The Relation of the Availability and Use of Computers with Students’ and Teachers’ Performance in Secondary Schools in Barbados

This paper presents the results of an analysis of the correlations between the introduction and use of computers in Barbados’ secondary schools, and related outcomes considering students’ tests scores, their interest in acquiring information and communication technology (ICT)-related skills over time, their exposure to ICT, and teachers’ instructional practices. The results first show that students’ confidence in their ability to use computers for basic productivity tasks correlates with improved test scores; however, this finding cannot be directly linked to ICT access or use at the school level. Second, they confirm that ICT access in schools and homes increases the frequency of students’ use of computers, but does not necessarily improve their ability to use ICT tools. Third, the data reveals that teachers’ belief in the usefulness of technology and their level of confidence using computers are key factors which contribute to the integration of ICT in instructional practice. This outcome contributes to the literature by providing additional support for the incorporation of ICT teacher training in education policies. Further, it provides evidentiary proof that such training should address not only ICT mastery, but also teachers’ readiness for the pedagogical integration of technology.