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Digital Governance in Rural Schools of Sri Lanka

Digital Governance in Rural Schools of Sri Lanka

Kennedy Degaulle Gunawardana
Copyright: © 2020 |Pages: 28
ISBN13: 9781799818519|ISBN10: 1799818519|ISBN13 Softcover: 9781799818526|EISBN13: 9781799818533
DOI: 10.4018/978-1-7998-1851-9.ch004
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MLA

Gunawardana, Kennedy Degaulle. "Digital Governance in Rural Schools of Sri Lanka." Employing Recent Technologies for Improved Digital Governance, edited by Vasaki Ponnusamy, et al., IGI Global, 2020, pp. 59-86. https://doi.org/10.4018/978-1-7998-1851-9.ch004

APA

Gunawardana, K. D. (2020). Digital Governance in Rural Schools of Sri Lanka. In V. Ponnusamy, K. Rafique, & N. Zaman (Eds.), Employing Recent Technologies for Improved Digital Governance (pp. 59-86). IGI Global. https://doi.org/10.4018/978-1-7998-1851-9.ch004

Chicago

Gunawardana, Kennedy Degaulle. "Digital Governance in Rural Schools of Sri Lanka." In Employing Recent Technologies for Improved Digital Governance, edited by Vasaki Ponnusamy, Khalid Rafique, and Noor Zaman, 59-86. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1851-9.ch004

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Abstract

ICT has been used as a model for education in many parts of the world. At the end of the conflict in 2009, the Government of Sri Lanka embarked on an e-Sri Lanka initiative aimed at introducing ICT across several sectors. The education sector received substantial investment in ICT, but only a section of this sector was targeted. This study explores the barriers of introducing and implementing ICT. The analysis of the case studies together with the variables identified from the literature review provided the basis for developing the conceptual framework for the study. The target population for this study were teachers and principals in the rural schools of Trincomalee representing the rural population in Sri Lanka. A combined sample of 70 teachers and principals were considered for this survey across 20 schools in the district. The results indicate that internet access, resources, personnel, and security are essential for introducing and implementing ICT education in the rural areas.

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