To see the other types of publications on this topic, follow the link: ICT in education.
Dissertations / Theses on the topic 'ICT in education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'ICT in education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Hollow, David. "Evaluating ICT for education in Africa." Thesis, Royal Holloway, University of London, 2010. http://repository.royalholloway.ac.uk/items/41e8820a-cde2-5f79-4bce-4e0b9cd149e8/8/.
Full textAbstract:
This thesis is situated at the intersection between the three themes of education in Africa, impact assessment, and Information and Communication Technologies (ICTs). Specifically, it seeks to develop a critique of current practices regarding monitoring and evaluation of ICT for education within Africa, and explores plausible alternatives to such practices that would make the benefits of education and technology more available and structured towards the poor and marginalised. Two participatory case studies of ICT for education programmes in Malawi and Ethiopia were used as the main empirical focus for the research. These involved working in partnership with implementing organisations, whilst simultaneously abstracting myself so as to evaluate the evaluation process and assess the underlying reasons for what was occurring. These case studies were supplemented by three international participatory workshops and a pan-Africa survey of ICT for education practitioners. The findings from the empirical work are examined within four analytical contexts. The first of these analyses the different methodological approaches employed in the case studies and considers the limitations and opportunities encountered. The second focuses on the role of partnerships within ICT for education programmes, especially in regard to their impact in defining the nature of monitoring and evaluation processes. The third investigates the marginalising of pedagogy within many ICT for education programmes, especially in regard to educational outcomes. The fourth explores the significance of aspiration within technology related development initiatives, focussing on consequences for effective impact assessment. The applied nature of the research emphasises the need for both critical rigour and innovative alternatives in assessing ICT for education in Africa. This thesis concludes by demonstrating the ways in which monitoring, evaluation and impact assessment can be positively reframed in the light of the research findings to emphasise process, participation, capacity enhancement, and the centrality of education.
2
Leung, Kin-sang, and 梁健生. "ICT and change in physical education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29783306.
Full text
3
Calitz, André Paul. "A model for the alignment of ICT education with business ICT skills requirements." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1418.
Full textAbstract:
The Information and Communications Technology (ICT) skills shortage is of national and international concern. Modern business practices require the implementation of new technologies supported by a workforce with current and diversified ICT skill-sets. Acquiring suitable ICT skills has become a difficult task and employers are seeing government intervention at all levels. The school system in South Africa is under increased pressure and is faced with continuously declining matriculation pass rates, specifically in subjects such as science and mathematics. Schools are experiencing a decline in the number of scholars (learners) enrolling for the Information Technology (IT) school curriculum. The IT curriculum at school level is being criticised; under-prepared teachers are blamed and lack of suitable facilities highlighted. Surveys conducted amongst grade 9 and grade 12 scholars in the Eastern Cape have shown that scholars are not considering careers in ICT. Teachers, career/guidance counsellors and parents contribute to scholars' career decisions and are not encouraging scholars to pursue careers in ICT. Tertiary institutions in South Africa and internationally, are experiencing a decline in student enrolments and in pass and throughput rates. Industry is holding tertiary institutions responsible for not providing the “correct” ICT graduate skill-sets and passing an insufficient number of quality ICT graduates desperately required by industry. The accreditation of computing degree programs, such as Computer Science (CS), Information Systems (IS) and Information Technology (IT), collectively referred to as CIT, offered by tertiary institutions is becoming an international requirement. The ICT industry is constantly changing and new job requirements and new career opportunities are frequently introduced. Graduates entering the ICT industry should have acquired knowledge about ICT career tracks in order to specialise and choose a suitable career path. Tertiary CIT degree programs should further be linked to specific career tracks and provide a multi-disciplined education to graduates. ii ICT graduates working in industry utilise skills obtained in under-graduate and post-graduate CIT degree programs. The ICT graduates have also obtained valuable skills working in industry, including business skills and soft skills. ICT skill surveys have identified the graduate skills gap, indicating ICT skills industry requires from graduates completing tertiary level qualifications. ICT graduates working in industry, for example indicated that programming in some cases is over-emphasised at school and tertiary level and that soft skills are ignored by tertiary institutions. An ICT Graduate Skills Classifications Framework is developed to address the graduate ICT skills gap and highlight important business skills, soft skills, technical skills and programming skills required by industry. In this thesis, an Industry ICT Value Chain Model is further developed that suggests a holistic approach to the problems experienced at all levels of ICT skills development, including government, industry, tertiary education institutions and at school level. Results from a number of research surveys conducted along the proposed Industry ICT Skills Value Chain Model indicated that problems exist at all stages in the value chain and that the problems can only be addressed involving government, industry and tertiary institutions collectively. A number of interventions is required and the support from industry is essential in achieving overall success in addressing the ICT skills shortage in South Africa. A proposed Industry ICT Skills Value Chain Model that can be utilised to address the ICT skills shortage in South Africa is presented.
4
Chung, Hyunsook. "Governmentality in educational development : education, development and the role of ICT." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/556102/.
Full textAbstract:
Contemporary discourse in the related fields of education and development are increasingly dominated by notions of the knowledge economy, global competition, market compatibility, privatisation, performativity and entrepreunership. These dominant notions or imaginaries, proliferating through discourse across the world, impact on how we think about education and development and how thoughts are materialised in our everyday actions. Drawing on a Foucauldian approach to discourse analysis, this thesis problematises these inconspicuous, taken-for-granted notions, to make them visible and tangible, and to interrogate their role as mechanisms of discourse formation. It traces how such notions are manifested through the rhetorics, structures and trajectories of some instances of ‘education for development’. It works towards a better understanding of how the apparent post-WW2 neoliberal consensus has framed, transmitted and ratified these globalised and globalising discourses, and changed the dynamics of our social construction as citizens of a [post]modern globalised world, through the constitutive power of governmentality. Recent developments in ICT and digital education technologies have contributed to transfers or mobility of global education policies and a widening technologisation of educational systems. The thesis argues that these changes have been fuelled by transnational development programmes, such as Official Development Assistance funding, public-private partnership funding, and large scale philanthropy - under the rubric of bridging the digital divide. It further argues that these changes at the level of discourse are formed and sustained through relations of knowledge and power, which serve to legitimate the discourse and, in a kind of strategic game, make its dominant imaginaries appear more real. International policy makers, researchers and consultants are positioned at the centre of production and reproduction of the dominant discourse/s, and the consequent formation of policy and governance. The empirical data for this study comprises interviews with 51 such global knowledge workers, together with the texts of some key national and transnational policy documents. The study shows how these actors have themselves been constructed as subjects in the process of educational globalisation, and how the logic of the knowledge economy has been objectified and naturalised through this technology of the self.
5
Granberg, Carina. "ICT and learning in teacher education : The social construction of pedagogical ICT discourse and design." Doctoral thesis, Umeå universitet, Interaktiva medier och lärande (IML), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43489.
Full textAbstract:
Background In recent decades, system-wide policies and substantial resources have been directed towards enhancing the use of ICT in learning contexts. This development can be observed at international and national levels. However, reports have indicated a ’slow uptake’ of the use of ICT for pedagogical purposes among compulsory schools and teacher education institutions. Although the teacher education at Umeå University follows this pattern, there have been several initiatives in using ICT for learning in the teacher education programmes. The aim of this study is to scrutinise the process in which ICT-supported methods for learning have been introduced, used and disseminated throughout teacher education. Methods Three ICT-supported methods for teaching and learning were chosen for this study: digital individual development planning (IUP), blogs and e-portfolios. To capture teachers’ and students’ experiences of introducing the pedagogical use of ICT, 115 interviews were conducted and four questionnaires were administered over a four-year period (2006-2010). Course documents and observations of blogs and e-portfolios supplied additional data. Hermeneutics was chosen as the methodological approach. Thematic content analysis was carried out in the first three part-studies, and theoretical frameworks suited for the identified themes were chosen for the analyses. Since pedagogical discourses appeared to be important, discourse analysis was used in the fourth part-study. A final meta analysis has been carried out and is presented later in this thesis. Results In Umeå, as in other countries, teacher education has been slow to adopt ICT for learning. Still, the use of ICT for learning has increased over time. ICT-supported methods such as IUP, blogs and e-portfolios have found their way into the context through a recontextualisation process in which ICT discourses and designs are socially constructed. However, the recontextualisation process could merely be found within sub-fields, such as teacher teams and project groups, since in the main-field (i.e. teacher education) traditional ways of teaching and learning have been internalised. These traditions hold symbolic capital, and teachers who have the means to do so will act according to their habitus and defend the traditions. The recontextualisation process will therefore be kept within the sub-fields, and the dissemination will be limited. Furthermore, the sub-fields are rather isolated from one another, and therefore pedagogical ICT discourses and designs are created in varied ways. However, none of them could be regarded as internalised, and the social construction of pedagogical ICT discourse and design has to be considered to be still ‘under construction’.
6
Aqeel, Ebtisam. "Evaluating ICT in mathematics teaching." Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/7893.
Full textAbstract:
The challenge for educators is to prepare students for life in a technological advanced society that will continue to change exponentially. Work requirements have changed and computer skills have become a basic requirement for a majority of jobs. As computers have become more prevalent in everyday life and in the work place, their use has gained in importance around the world. Kuwait, like other countries, has recognised the need to increase the technological background of its students to compete better in world markets. This research recognises the importance of ICT in Education and realises the difficulties involved in its effective adoption. For that reason, it presents an empirical study of the ICT adoption process by examining perceived innovation attributes, and the relationship of individual characteristics in this process. The theory that supports the research effort is Rogers' theory of Diffusion of Innovation, which was used as the theoretical framework to hypothesise a model of ICT adoption. This model is called the ICT ARABIA Model (ICT Adoption using Rogers' model, and Bringing In Addition), and was designed to elicit the relative importance of the perceived innovation attributes in influencing ICT adoption in Mathematics education. The empirical context of the research is 259 participants in mathematics departments, which are analysed using quantitative and qualitative research approaches. Results indicated that the ICT ARABIA Model was most useful in explaining ICT adoption by mathematics departments. The relative importance of each factor of the ICT ARABIA Model was determined by rank ordering the mean importance scores for each factor. However, an additional factor emerged, and this was leadership. Also, demographic characteristics were found non-significant predictors of ICT adoption. These findings highlighted many issues for further study. The main concern was regarding the importance of the perceptions of innovation attributes in influencing the ICT adoption in mathematics education; however, leadership was also an influential factor, which resulted from interviews. Those interested in programme innovation and change in educational departments may need to focus on finding a strong leader to help in the process.
7
Vrbka, Jan. "Analýza vzdělávacích portálů pro oblast ICT profesí." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-114138.
Full textAbstract:
This diploma thesis deals with electronic educational portals and their applicability in the area of ICT. The aim is to determine key knowledge and skills of ICT professionals and assign those to courses from educational portals. The work is divided into theoretical and practical part. The theoretical part consists of definitions of issues elaborated in this work. The particular attention is paid to education and e-learning. Practical part seeks to match key professional knowledge and skills with each ICT professions. In this part graduates'depth of knowledge and skills required by employers are also described. The employers' requirements date to years 2006 and 2010. In the end of the thesis educational portals with most extensive supply of ICT courses in the Czech Republic are listed. From the supply of portals are chosen those courses which follow the knowledge from previous chapters. Consequently, these portals are compared.
8
Cetinkaya, Yalcin. "Information And Communication Technology Education In Primary Schools: Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610180/index.pdf.
Full textAbstract:
This study aimed to provide a general picture of ICT education in primary schools. Through this aim, students&rsquo<br>perceived ICT competencies, their attitudes towards the ICT course, the characteristics of the teaching-learning process in the ICT course, the deficiencies of the IT classrooms and the effectiveness of the ICT Student Workbook were analyzed. This study was designed as a cross-sectional survey study. In order to collect the data, a self-reported questionnaire consisted of 63 items was developed by the researcher. The sample consisted of 442 Grade 8 students in 11 primary schools located in the metropolitan area of Izmit. Both descriptive and inferential statistics were utilized to analyze the data. Multivariate Analysis of Variances with Pillai&rsquo<br>s Trace test was employed to investigate whether the significant differences among dependent variables across independent variables existed.
Results of the study indicated that primary school students generally perceived themselves competent in ICT tasks and they had favorable attitudes towards the ICT
course. Significant differences were found in students&rsquo<br>perceived ICT competencies and attitudes with respect to gender, educational background of parents, computer ownership and availability of home assistance related to the ICT course. This study also revealed several obstacles which prevent taking full benefits of IT classrooms, and problems with the implementation of the new ICT program.
9
Babair, Mervat A. "A Case Study of Saudi Girl's Education with ICT Informed by ICT Policy and Practice in England." Thesis, Manchester Metropolitan University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517593.
Full text
10
Salmu, P. (Paula). "ICT-alalla työskentelevien ylempien toimihenkilöiden käsityksiä työssä oppimisesta." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201612023178.
Full textAbstract:
Tämän tutkimuksen tavoitteena oli selvittää asiantuntijatasoista työtä tekevien ICT-alalla työskentelevien ylempien toimihenkilöiden käsityksiä työssä oppimisesta. Työssä tutkittiin, millä tavalla työssä opitaan ja miten työssä oppimista voidaan kehittää.
Tutkimus toteutettiin laadullisena tutkimuksena, jolloin tutkimuksen tavoitteena on tutkimuksen kohteena olevien tulkintojen esiin saaminen. Tässä tutkimuksessa tulkinnat kohdistuivat käsityksiin ja niiden välisten suhteiden tulkintaan, joten tutkimussuuntaukseksi on valittu fenomenografia. Fenomenografisen ihmiskäsityksen mukaan ihminen tietoisena olentona muodostaa käsityksensä tietoisesti kokemastaan ilmiöstä. Oppimista tutkimuksessa tarkastellaan konstruktivistisen oppimiskäsityksen mukaisena oppimisena. Konstruktivistisen käsityksen mukaan oppiminen on oppijan omista lähtökohdista rakentuvaa tulkitsemista ja maailman hahmottamista.
Tutkimusaineisto on kerätty puolistrukturoidulla Webropol-kyselylomakkeella. Aineiston analyysi on toteutettu fenomenografisella analyysimenetelmällä. Analysointiprosessi eri vaiheineen ja tutkimustuloksiin päätyminen ovat seurattavissa tutkimusraportista. Vaiheiden läpinäkyvyydellä on haluttu parantaa tutkimuksen eettisyyttä ja luotettavuutta.
Tutkimustulosten perusteella sosiaalinen vuorovaikutus ja tieto ovat työssä oppimisen perusta. Vuorovaikutuksen kautta saadaan tietoa ja luodaan uutta tietoa. Sen kautta tieto myös liikkuu. Onnistuneessa vuorovaikutuksessa rakentuu ilmapiiri, jossa jokaista arvostetaan ja kannustetaan yhteistyöhön. Silloin myös oppimiselle avautuu monia mahdollisuuksia. Työssä oppiminen käsitetään sekä toiminnaksi että tiedoksi. Työskentely voidaan kokea opettavaisena ongelmanratkaisuprosessina, jonka tuloksena saadaan uutta tietoa ja opitaan. Opittua hyödynnetään käyttämällä ja soveltamalla sitä uusien tehtävien yhteydessä.
Työssä oppimista voidaan kehittää selkeästi rajatuilla tehtävillä sekä suunnitelmallisella koulutuksella ja ohjauksella. Työn tekemiselle ja työssä oppimiselle tulee varata riittävästi aikaa, jotta työn tekeminen ja työssä oppiminen voidaan tehdä mahdollisimman tehokkaasti.
11
Oyaid, Afnan. "Education policy in Saudi Arabia and its relation to secondary school teachers' ICT use, perceptions, and views of the future of ICT in education." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/69537.
Full textAbstract:
In recent years and as a result of the increasing pace of advances in technology and especially developments in the use of ICT in schools, teachers are now expected to make routine use of ICT in their teaching. This research sought to obtain deeper insight into Saudi secondary school teachers' ICT usage and its relation with ICT educational policy, teachers’ perceptions and attitudes towards the use of ICT in the teaching and learning process, and their envisions of possible and preferable usage of ICT in education in the future. The study utilised a sociocultural approach: data was collected via interviews and self completed questionnaires. A total of 14 interviews were conducted with teachers, ICT coordinators and head teachers, and 266 teachers drawn from ten secondary schools in Riyadh City completed the questionnaire. The findings indicate there is widespread use of ICT in secondary schools and most teachers have positive views towards ICT. Teachers pointed to a number of motivators summarised in this formula: internal incentives + school encouragement = competent ICT use in education. Three main factors were found to be hindering teachers' ICT use: time constraints, lack of training, and financial issues. Teachers’ ICT use is guided by policies: the research found that teachers’ ICT use is more influenced by schools’ policy than Ministry of Education policy which they are either unaware of or do not fully understand because of difficulties in implementing it. Finally, teachers anticipated future changes in their role to a facilitator and advisor. Teachers hoped for comprehensive improvement of education, radical curriculum change, and continuous teacher training.
12
Mahleza, Nomfundo. "ICT and education in a less privileged school of NMBA." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/6237.
Full textAbstract:
Today’s society requires citizens to have a greater knowledge of information technology (IT) than in previous decades. Strategy programs at a national level define the skill needed in an information society and encourage people to learn these skills (Ministry of Education, 2004). In order for everybody to have the opportunity to learn the basics of the new technology, computer science should be included in general education. The development of technology, like Information and Communication Technology (ICT) has turned the world into a global village (Hashem, 2006). The key instrument in this globalisation is the personal computer. Computer–mediated communication is increasingly becoming the dominant means of communication, particularly in the developed and in some developing countries (Adebisi, 2008). In a developing country, ICT is one of the prime ingredients for development. This generally means improvement of people’s lifestyle through improved education, income, skills development and employment. Development should now also be viewed as a multidimensional process involving major changes in social structures, popular attitudes and a national progression of life from unsatisfactory to satisfactory (Servaes, 1999). Since one of the goals of education is to prepare students for work and citizenship, schools are attempting to change their policies, practices and a curriculum to meet the challenge of making pupils ready for a future quite different than the immediate past (Turker & Codding, 1998). The integration of ICT into the teaching and learning environment in secondary education in Port Elizabeth could change learning and teaching attitudes of learners and teachers and help to prepare them for future challenges. However, the success of this integration will depend on how the learners and teachers adapt to the changes and whether they can make ICT technologies part of their daily life. As it is, there is little or no information available regarding the extent of current ICT usage and access in these secondary schools. The research focuses on the availability, usage and the impact of ICT in education, particularly at a secondary school in the poverty-stricken area of Zwide in Port Elizabeth.
13
Oates, Lauryn. "ICT, multilingual primary education and classroom pedagogy in Northern Uganda." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43120.
Full textAbstract:
The goal of achieving Universal Primary Education (UPE) has found resonance throughout Africa as governments embark on ambitious development agendas, and in Uganda specifically. Yet, arguably the fundamental prerequisite for attaining quality UPE, literacy, has had limited success: one in three Ugandans cannot read or write in any language. Illiteracy is especially acute in post-conflict Gulu, in the north, illustrative of how closely intertwined human security is to the ability to offer relevant, culturally appropriate and high quality education. Some argue that the poor progress on raising literacy levels is a consequence of education systems’ disconnections from the cultures of their learners (Prah 2008), including quality multilingual education. The need to integrate the mother tongue into the classroom, including into second language learning is well established (Cummins 1981, 1993; 2000; Egbokhare 2004; Garcia, 2009). Identifying the best tools to accomplish this in African contexts, particularly where conflict is a factor, however, is much less well explored. This research seeks to understand how Gulu's primary teachers can use specific information communication technology (ICT) tools to support teachers who are struggling to teach the mother tongue with limited traditional literacy resources. It forms part of a larger project led by Dr. Bonny Norton, Dr. Maureen Kendrick and Dr. Margaret Early, to address language and literacy challenges in diverse African communities. In particular, this study serves as a response to the finding (Mutonyi & Norton, 2007) that ICTs offer untapped potential to raise learning outcomes.
14
楊志強 and Chi-keung Yeung. "Factors affecting teacher's attitude and integration of ICT in education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256545.
Full text
15
Yeung, Chi-keung. "Factors affecting teacher's attitude and integration of ICT in education /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24700708.
Full text
16
Dalvit, Lorenzo. "Multilingualism and ICT education at Rhodes University: an exploratory study." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003556.
Full textAbstract:
In South Africa, the linguistic hegemony of English over the African languages in the academic field reproduces unequal power relationships between their speakers. The present study shows that an intervention shaped by a counterhegemonic ideology can change the attitudes of Black university students, key players in spearheading social change. Usign statistical analysis and survey methodologies, this research explored the hegemonic role of English as the only language of learning and teaching (LoLT) in the discipline of Computer Science (CS) at Rhodes University. The study found that those speakers of an African language who are the most disadvantaged by the use of English as LoLT are also the most likely to resist a more extensive use of their mother tongue as an alternative. A group of such students were involved in the development and use of an online glossary of CS terms translated, explained and exemplified in an African language (isiXhosa). This experience increased the support for the use of African languages as additional LoLT, even in the Englishdominated field of study of Computer Science. This is an initial step towards promoting linguistic equality between English and African languages and social equality between their speakers.
17
Timová, Petra. "Virtuální vzdělávání v oblasti IS/ICT." Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-10457.
Full textAbstract:
My thesis is focused on problems of the e-learning in the world (especially with the situation in USA and Europe) and with the situation in Czech republic. The thesis is devided into several parts. The first part is the theoretical introduction. On this place I focus on positive and negative aspects of e-learning, the content and the advantages and disadvangetes of e-learning in constrast with the classic teaching. Technological aspect is very important too, because there is a progress in this area both the technological and organizational view. By studying the theoretical information a reader can get a solid base on the e-learning problems. In the second part of the text, I describe the present situation in this area. Especially the situation in Europe and in North America (Canada and USA). The third part of the text is devoted to the situation on the education systém in Czech republic. I am interested in the situation on primary, secondary and tertiary education. The importance is concentrated also on the legal regulations. In the last two paragraphs, I am interested in the analysis of the Faculty of informatics and statistics, the University of Economics, Prague faculty. I am trying to answer the question if it is possible to establish e-learning on this faculty.
18
Lam, Mei-yu. "The attitudes of teachers towards ICT in boys' home /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25473992.
Full text
19
Gilbert, Jennifer Florence. "Investigating the barriers to the widespread adoption of information and communication technology in higher education : a case study." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289302.
Full text
20
Morina, Bekir. "Implementation of ICT against corruption in the higher education of Kosovo." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-187033.
Full textAbstract:
Despite the statements of the institutions of Kosovo in media that will uncompromisingly fight corruption, in everyday life it is not noticed by citizens. Kosovo’s institutional framework against corruption, to say the least, suffers many shortcomings in its implementation. This research, aimed the identification of the corruption practices in higher education institutions of Kosovo and depiction of possible counter-responses through the use of ICT, and it is useful for different national or foreign organizations that are determined to combat corruption, for implementation of their projects. University of Northern Kosovo is not included in this research. The qualitative approach of this study uses surveys, case studies, and interviews as methods for data collection. These data were analysed by mapping the identified corrupt practices, together with appropriate anti-corruption actions types and ICTs used. Results have shown that respondents perceive the level of corruption in these institutions, from medium to high, manifested mostly in examinations, access to universities and colleges, and professor behaviour. Also, the most common type of corruption came out to be nepotism. Results have shown that regarding ICTs, a whole range of them can be used for anti-corruption, including: web pages, social media networks, ID cards, cell-phone/Wi-Fi/Bluetooth signal jammers or detectors, procurement systems, etc. Exploitation of these technologies would significantly reduce corruption in higher education institutions.
21
Ezer, Jonathan Frederick. "The interplay of institutional forces behind higher ICT education in India." Thesis, London School of Economics and Political Science (University of London), 2006. http://etheses.lse.ac.uk/1831/.
Full textAbstract:
For several years, academics have debated the extent to which ICTs (Information and Communication Technologies) can help poor people in developing countries. The conversation contains diverse views, yet education is always given a prominent role. Education helps shape how people think about technology and in turn, how the technology is used. This dissertation examines how the idea of ICTs is constructed at Indian universities, and how this process is impacted by institutional forces. The research findings indicate that for a variety of reasons, higher ICT education in India is markedly Western-focused, instrumental and technocratic. These characteristics of higher ICT education in India are impacted by a process that can be described as institutional collaboration - several diverse institutional forces are acting in ways that are coherent and mutually reinforcing. This institutional field can be theorised in many ways, some more appropriate than others. The findings fit well with neo-institutional theory but do not fit equally well with discourses of Development. The findings are particularly commensurate with Angell's theory of the Information Age, characterised by a looming conflict between Old and New Barbarians.
22
Yang, Hao. "ICT in English schools : transforming education? : a literature review-based investigation." Thesis, University of East Anglia, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543375.
Full textAbstract:
In 1997, the British New Labour Government launched an initiative called the National Grid for Learning (NGfL) to modernise primary and secondary schools in England with Information and Communications Technology (ICT), expecting that technology would `transform education' (DfEE, 1997, foreword by the former Prime Minister Tony Blair). A decade later, in 2008, Harnessing Technology Schools Survey 2008 (Becta, 2008b, p. 7), a government-sponsored nation-wide investigation, concluded that there had been `good progress... but no transformation'. This thesis is an attempt to explore what educational transformation is expected from integration of ICT, why educational transformation has not occurred so far and a possible direction towards which teachers, school leaders and policy-makers shall proceed to fulfil this aim. The research methodologies include literature review of government documents, surveys and academic research and an empirical study based on interviews with 8 PGCE tutors. Having defined the purpose of transforming education as developing learner-oriented pedagogy and personalised learning with ICT, my review of literature identifies various factors as important for sustaining the desired transformation. This requires better logistical support in schools in terms of ICT funding, coordinated access, collaboration and innovation. My review of literature particularly highlights subject paradigms and teachers' personal pedagogical beliefs as key elements in enabling transforming education with ICT. This implies, as discussed in my report of the empirical study, a curriculum-assessment institution that represents different paradigms in a balanced way and adequate teacher training that includes good role modelling and subject-specific training. Furthermore, evidence of the limitations of the traditional top-down approach to ICT funding, curriculum delivery and teacher training in achieving educational transformation suggests that a bottom-up approach might have a better chance of harnessing technology's educational potential
23
Alkhawaldeh, Mustafa. "Information and communication technology (ICT) : practice within Jordanian early years education." Thesis, Swansea University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678628.
Full textAbstract:
This study investigates the current status of integration and implementation of ICT practice in Jordanian kindergartens, stakeholders' understanding of policy recommendations for ICT integration, obstructions to the implementation of ICT practices in ECE, and the types of ICT practices used in ECE and their effects on children's development.
24
Wong, Shuk-ching. "Improving ICT use in a primary school." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40040069.
Full text
25
Goktas, Yuksel. "The Current Status Of Information And Communication Technologies Integration Into Schools Of Teacher Education And K-12 In Turkey." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607829/index.pdf.
Full textAbstract:
The purpose of this study was to investigate the current status of schools of teacher education (STE) in Turkey in terms of how they prepare future teachers to use information and communication technologies (ICT) in their professions, and the current situation of K-12 schools in terms of how teachers employ ICT in their professions. The primary focus was to develop a deeper understanding of ICT perceptions, competencies, classroom use, related courses effectiveness, main barriers, and possible enablers to integrating ICT.
This study may contribute to the existing literature by revealing and establishing baseline data on the current status of ICT integration into schools of teacher education and K-12 in Turkey. The results of this study can be used by policy makers, Ministry of National Education, Higher Education Council, universities, and K-12 schools to reexamine the current status of ICT and revise related policies, strategies, and courses. A mixed method approach was used by utilizing questionnaires from 51 deans, 111 faculty members, 1330 prospective teachers, and 1429 K-12 teachers<br>and interviews with 6 faculty members, 6 prospective teachers, and 6 K-12 teachers.
It could be interpreted from the results that most of the participants expressed positive perceptions about the integration of ICT into teacher education and K-12 schools. Generally, faculty members perceived themselves as competent overall, while prospective and K-12 teachers did not. Faculty members and prospective teachers perceived ICT related courses beneficial and effective in ICT integration into education. On the other hand, K-12 teachers showed a degree of overall unsure (neutral) perception towards their ICT related courses and considered themselves well prepared for professional life. There were strong agreements between the participants as to the main barriers and possible enablers.
26
林美如 and Mei-yu Lam. "The attitudes of teachers towards ICT in boys' home." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256326.
Full text
27
Malcalm, Ebenezer. "Ghana's Educational Policymakers and Their Impact on Information and Communication Technology Education: A Case Study of a Ghanaian Model Senior High School." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1331065342.
Full text
28
Okumu, Tito Oyana. "The role of ICTs' in field supervision of undergraduate students at Makerere University: an activity theory system perspective." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14010.
Full textAbstract:
This research investigates how Information and Communication Technologies (ICT) tools mediate in field supervision of undergraduate students. The research used Activity Theory systems to show that good supervisory practices lead to expansive learning. The study conducted over a two year period of eight weeks each, focussed on nine supervisors, students and administrators in the international programme (summer for the Western Countries) is organised by the College of Veterinary Medicine and Bio-Security of Makerere University. The students undertake field attachment and are supervised using various ICT tools. The research used qualitative methods and was grounded in Activity Theory. Data was collected through interviews, their participation and discussion in the Learning Management Systems (LMS) and the social media network (Facebook & Diigo) and through various feedback reports either from the supervisors or from the students to collect as much information as possible so as to understand the role ICT plays in this process. The research found that while ICT tools mediate in field supervision of undergraduate students through aggregation of multiple experiences and by providing a virtual proximity in the supervisory process. It also found that there are barriers in its usage which need to be addressed when doing so. These included; internet access and availability as key, power outages, and technical knowhow were also mentioned. The research further found that lack of adequate ICT tools to be used in the field, skills and at times failure to credit the source of content hindered its effectiveness. This inevitably creates lack of consistence in the way they are used. The research, therefore, concludes that there is need for a holistic approach to address the problem of barriers and usage so as to have a comprehensive implementation plan for the use of ICT in the supervisory process. This will assist supervisors in integrating them in their practice.
29
Monyemangene, Regina. "High access to and low use of Information Communication Technology : a case study of students in higher education institutions in South Africa." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12022.
Full textAbstract:
Includes bibliographical references.<br>This study is a response to the need to understand the meaning behind some of the unanticipated behaviour displayed by students in higher education institutions who have high access to information communication technologies (ICTs), but yet display limited use. The main objective of the study is to explore and highlight reasons why students privileged with high access to ICTs make such limited use of them.
30
Zeininger, Christian. "Economically and academically disadvantaged young people striving to be computer literate in Mozambique : unfolding learner agency in constraining conditions." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/12800.
Full textAbstract:
Includes bibliographical references (leaves 93-99).<br>Although Information and Communication Technology (ICT) has an empowerment and social inclusion effect in developed countries, it continues to create a digital divide in developing countries. This thesis is premised on the argument that, despite the disjuncture between ICT, social-cultural and developmental needs in a developing country, computer literacy training should continue to be offered and young people from economically and academically disadvantage backgrounds endeavour to acquire computer literacy skills. The objective of this study is to answer the question "Why do economically and academically disadvantaged young learners choose to engage with ICT and what role do they see for computer literacy?" Thus, the purpose of the study is to unfold learner agency in constraining conditions.
31
Fagan, Dominique. "Social construction of pedagogical ICT discourse: the case of a university of technology in South Africa." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12888.
Full textAbstract:
Includes bibliographical references.<br>The aim of this study was to investigate the ways in which Information Communication Technology (ICT) was structured in a teacher education institution to prepare pre-service students for effective ICT integration in their future classrooms. The study investigated how a particular subject, viz. Information Communication Technology Design in Education (ICTDiE), was integrated into the teacher education programme.
32
Pade, Caroline Ileje. "An investigation of ICT project management techniques for sustainable ICT projects in rural development." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1002769.
Full textAbstract:
Poverty alleviation by means of rural development has become a priority among developing countries. In turn, rural development may be significantly enhanced and supported by Information and Communication Technologies (ICTs), the use of which is highlighted by the emerging importance of information and knowledge as key strategic resources for social and economic development. An analysis of rural case studies where ICTs have been introduced, suggests that there are a number of barriers and constraints that are faced when taking advantage of these technologies. These include access to infrastructure, limited formal education, insufficient training and capacity building, financial and political constraints, and social and cultural challenges. These challenges threaten the success and sustainability of rural ICT projects. Sustainability is key to the effectiveness of a rural ICT project; therefore it is important to understand the concept and categories associated with ICT project sustainability in rural areas. The categories of sustainability which include social and cultural, institutional, economic, political, and technological, reveal critical success factors that need to be considered in the implementation and management of rural ICT projects. The project management discipline acknowledges the importance of understanding the project’s environment, particularly environmental factors associated with rural communities. The complexity of the environment therefore implies the need for a project to be undertaken in phases comprising the project life cycle. Project management practice for rural ICT project sustainability can therefore be examined, adapting the traditional project life cycle to a rural ICT project. A Rural ICT Project Life Cycle (RICT-PLC) that is sensitive to the critical success factors of sustainability is therefore proposed. In order to further investigate the phases of the life cycle of a rural ICT project, two case study investigations are explored: the Dwesa ICT community project, and the Rhodes University Mathematics Education Project (RUMEP) (MathsNet). A multiple case study analysis confirms the practices associated with the RICT-PLC model, and identifies additional characteristics, phases and practices associated with rural ICT projects. Finally, an enhanced RICT-PLC model is developed, that sets sustainability guidelines for ICT project management in rural areas and identifies the people, environments, technologies, systems, and requirements for ICTs to support rural development activities.
33
Mooi, Alicia Tenjiswa. "Effectiveness of ICT education in the Northern school area of Port Elizabeth." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1605.
Full textAbstract:
The use of information communication technology in the 21st Century is very important. The skills and knowledge of using these technologies should start at high school level, as it is at this stage where learners are equipped for tertiary education and the business world. This study seeks to answer how much ICT is used at the average school in Port Elizabeth and how effective such use is. South Africa is one of the countries in the whole world that is still behind in using the new technology. Learners from high school still enter university with no knowledge of how to use a computer. This becomes a problem in the world of technology as almost everything is done using technology. It also becomes a big problem when learners look for jobs in the business world. An active learning theory has been used on the study because, if learners can learn and have access computer at school, life will be easy for both learners and teachers, there would be co-operation and discussion and the fast way of doing school work. For the purpose of the study a qualitative research method has been used to ensure that answers are received straight from, teachers and learners for evidence. It is therefore clear that there are schools in South Africa that still needs the attention of the government in terms of getting access to computers and to have professional teachers for teaching the subject. The government has a responsibility of making sure that all learners and teachers in high schools have access to computers and internet. This will improve the working and learning conditions of both parties involved.
34
Dai, Lu, Tiffany Finley, and Susan McCormack. "ICT and Education in Developing Countries : Shifting Initiatives toward a Sustainable Society." Thesis, Blekinge Tekniska Högskola, Avdelningen för maskinteknik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4243.
Full textAbstract:
This research investigates capacity building initiatives in developing countries’ ability to aid in a transition toward sustainability. A key system, the education sector, enables and creates human capacity. Teacher Training Initiatives (TTIs) are an organized effort to build the capacity of teachers within the education sector. Information and Communication Technologies (ICT) are a rising addition to TTIs that can expand the network, knowledge-sharing, and communication potential of TTIs. Yet, is this growing trend aiding in building capacity at the expense of long-term sustainability? Utilizing the Framework for Strategic Sustainable Development, this research employs literature reviews, interviews, data analysis, workshop participation, and an expert panel to illuminate how ICT enabled TTIs can contribute to sustainability. An intervention in the current planning process was identified as a key leverage point to shift the system toward sustainability. Taking a whole systems perspective when planning initiatives better equip stakeholders to build effective programs today that will not compromise the capacity building of the future. This upstream approach may build the foundation to move toward a strategic ICT enabled TTI, but it is not the only major factor. ICT enabled TTIs function within complex systems, requiring ongoing strategic planning and management toward sustainability.<br><p>Address: Tiffany Finley 1306 Bohland Place St. Paul, MN 55116 USA OR Susan McCormack 1145 Hartwell Road Manotick, Ontario Canada K4M 1E5</p>
35
Shaheen, Abeer M. H. "An ICT approach towards the developments of an environmentally responsive architectural education." Thesis, University of Ulster, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445056.
Full text
36
Schimmel, Herman. "Knowledge sharing, change and implementation of ICT in education in a university." Thesis, Sheffield Hallam University, 2013. http://shura.shu.ac.uk/20674/.
Full textAbstract:
This thesis explores processes of knowledge management in a Dutch university, focusing on the development of knowledge to support the transformation of education with ICT, and more specifically to enhance the pedagogical use of ICT. The study explores the factors that hindered and facilitated the development of a knowledge network of ICT coaches to develop such knowledge. The study draws on theories and concepts relating to the transformation of education with ICT, organisation structure and leadership, and the management of change in universities. Particular attention is given to the social construction of knowledge within communities of practice and knowledge networks. A mixed method approach was chosen for this single-university case study in which constructivist and positivist methods were combined. The quantitative methods encompassed a baseline survey, a density analysis of the social network, and a virtual community analysis. Individual and focus group interviews were used as qualitative methods. A number of factors were identified which influenced why the ICT coach network did not develop in the way that was originally intended by the university. The coaches perceived too little or no management support and some coaches were inappropriately chosen as participants in the network. The findings showed that the ICT coach network was not a community of practice, and the development of the knowledge network was hindered by inadequate communication and social interaction. The ICT coaches in this case study showed a preference for face-to-face communication above the use of a virtual environment, and the coaches mainly had an instrumental rather than pedagogical focus towards the use of ICT in education. A change model for the implementation of ICT in education was developed from the findings. This model presents knowledge as a key determinant of attitudes and behaviour. The social construction of knowledge in networks, based on prior knowledge and practice-based knowledge makes it possible to evaluate this knowledge and determine a person's negative or positive attitude towards and instrumental or pedagogical use of ICT in education. The model suggests that that in order to change the behaviour of teachers in the use of ICT in education, teachers need to develop a knowledge domain about the pedagogical use of ICT in such a way that it will change their beliefs in a positive way. A number of implications are identified for universities when considering the professional development of teachers in the use of ICT and learning.
37
Gunzo, Fortunate Takawira. "Informing an ICT intervention for HIV and AIDS education at Rhodes University." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003459.
Full textAbstract:
This study captures the process and methods used in selecting and organising content for an ontology. In the Information and Communication Technology (ICT) field ontology refers to a way of organising and storing information and facilitating interaction between the system and its users. Ontologies are being used more frequently to provide services that deal with complex information. In this study, I record my experience of developing content for an HIV and AIDS ontology for Rhodes University students. Using several different methods, I started the process of selecting and organising HIV and AIDS information, free of scientific jargon and prescriptive language, and consisting only of relevant information. I used data derived from interviews with six HIV and AIDS experts to develop questions for a survey that was open to all Rhodes University students. The 689 people who responded to the survey indicated that they needed more information on testing, treatment and living with HIV. Responses also showed that students had a lot of information on HIV prevention and transmission. Four focus group discussions revealed that students were tired of repetitions of the „same‟ information on HIV and AIDS and wanted to know more about life after contracting HIV. Using this data, I propose some guidelines to populate HIV and AIDS ontology. Ontologies can be customized for particular groups of users, for example according to gender, race, year of study etc. Another advantage of the ontology is that it can be expanded or contracted depending on the scope of one‟s intervention.
38
Shih, Meilun. "Influences of information and communication technology (ICT) on occupational socialization of novice teachers." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3177637.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, School of Education, 2005.<br>Title from dissertation home page (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1622. Chair: Ellen Brantlinger.
39
Parody, Merino M. (María). "Pre-service kindergarten teachers’ perceptions and attitudes towards ICT in the classroom." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201706022424.
Full textAbstract:
The aim of this study is, first, to analyse how pre-service teachers perceive ICT as a tool that supports learning and their attitudes towards ICT. Analysing how pre-service kindergarten teachers see technology in the classroom. I seek to find challenges when pre-service kindergarten teachers believe technology might impede their teaching, problems that can cause the use of it and limitations. Discover what their negative and positive perceptions towards ICT are and their general impression about ICT.
I explore and detect the differences between students’ attitudes from first year and after the first year of their studies. In this point, I analyse students from first year and the rest of the year at the same time, not before and after a course.
The study was conducted using a sample collected from the Early Childhood Education Faculty from University of Oulu, Finland. The number of participants was 46 and the instrument, which was carried out, was a questionnaire with 19 questions in a likert scale type from 1 (Disagree) to 5 (Agree) and 4 open-ended questions where participants could answer in a short paragraph. The questionnaire was created based on previous studies, which were focused on the same research topic as this one.
The results show that pre-service kindergarten teachers have, in general, a positive perception and attitude towards ICT, excluding some specific aspects. However, there was a big amount of participants who could not position themselves in one extreme of the opinion. There are not big differences in perceptions and attitudes towards ICT between first year students and students who are not in first year.
The conclusions of this study highlight that pre-service kindergarten teachers do not have a strict opinion towards ICT but they find technology beneficial in kindergarten classrooms. They are optimistic and positive towards the use of ICT and at the same time, willing to learn about the implementation and use of ICT in kindergarten classrooms. On the other hand, most of the participants fear the lack of resources or skills as a factor that will impede or challenge them on the use of ICT in the classroom.
This research might help future researches on the area of kindergarten teacher training and how to model ICT or Media Education courses in future curricula. Another suggestion for future researchers is to focus on the main issues that teachers do not use ICT in the classroom or taking parents and children’s perceptions and attitudes into consideration.
40
Chan, Hung-kit. "The study of the different grouping arrangement ICT supported cooperative learning." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040276.
Full text
41
Liu, Chun-lung. "Implementing ICT into teaching in a primary school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40039869.
Full text
42
Vo, Phan Thu Ngan. "An investigation of ICT policy implementation in an EFL teacher education program in Vietnam." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2250.
Full textAbstract:
Due to the increasing pace of advances in technology and attempts to integrate Information and Communications Technology (ICT) into education in Vietnam, teachers are now expected to make routine use of ICT in their teaching. The Vietnamese government has promulgated ambitious policies aimed at engaging in an increasingly globalised world and promoting the country’s economic development. These policies focus on education, and in particular, the development of ICT and English as a Foreign Language (EFL) competencies, seen as key requirements for greater international participation. The competencies of teachers are a major factor in the successful implementation of these educational changes.
Given the key role played by ICT and EFL knowledge and skills in the educational reforms under way in Vietnam, this study investigated the process of implementing ICT into a pre-service EFL teacher education program. It was aimed at exploring and understanding lecturers’ and pre-service EFL teachers' perceptions, knowledge and skills in the use of ICT in their teaching and learning practice, particularly as they related to pedagogical reforms in EFL that were occurring at the same time.
The theoretical framework for this study, derived from Fullan’s (2007) Educational Change and the TPACK framework (Mishra & Koehler, 2006), was used to determine the factors that affected the implementation of new policies and reforms in the use of ICT in EFL teacher education in Vietnam. The study applied a mixed method design involving a quantitative data collection phase followed by a qualitative data collection phase (Creswell & Clark, 2018) through an analysis of national ICT policy, institutional translation and classroom implementation. At each level the analysis provided useful insights into the factors that impeded and supported the implementation progress. The quantitative data were derived from a questionnaire, and the qualitative data, from document analysis, focus groups and face-to-face interviews. Additional data were provided from analyses of policies, teacher education and course documents, lecturers’ teaching outlines and pre-service teachers’ lesson plans. The participants included faculty managers, EFL lecturers and pre-service teachers.
The key findings of the study were that, despite the noble goals of national ICT policies, conducive conditions at the university and the positive perceptions of lecturers and pre-service teachers, ICT was not fully integrated into the teacher training program. Evidence of a gap emerged between ICT-related policies and classroom practice, mainly due to barriers at every level of the educational system. The absence of clear ICT policies and guidelines at both national and institutional levels was a major cause of ineffective leadership, inappropriate allocation of ICT resources, and a lack of professional development, maintenance and support.
Based on the findings, a number of recommendations have been provided to address the development, translation and embeddedness of ICT policies and assist all stakeholders to solve the relevant issues. In addition, a model has been presented to address the interrelationships between the relevant factors and effectively guide lecturers and pre-service teachers to integrate ICT and enhance their EFL teaching and learning practice.
43
Lameu, Paula Cristina. "Education ICT assemblage : encounters of discourses, emotions, affects, subjects, and their productive forces." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7629/.
Full textAbstract:
Information and Communication Technology (ICT) is part of everyday life. It is not different in the education field. However, its use has implications for what it means to teach and learn effectively in contemporary education. When ICT is used in the classroom, things happen through divergent forces, components, and mechanisms, according to different contexts, and evidencing a complex environment. The purpose of this study is to show how complex the use of ICT in education is by analysing different components and their productive forces. Assemblage ethnography is the methodology adopted and a range of data collection tools are used. The thesis explores five case studies generated from different settings: Primary, Secondary and Post-secondary education. The analysis offered shows how discourse, policy-making, budget, and CPD are not enough to account for all of the ICT-related situations that happen on a daily basis inside schools. ICT in education evidences a diverse and fragmented field of policy, money, and practice, pedagogy and many other elements. This study concludes that there are three main productive forces emerging from the education ICT assemblage which: evidenced unsolved issues of the schooling process, enhanced or made emotions emerge; opened possibilities for other subjectivities to happen.
44
Tam, To-kuk. "ICT implementation in teaching different subjects in a primary school /." View the Table of Contents & Abstract, 2003. http://sunzi.lib.hku.hk/hkuto/record/B39838134.
Full text
45
Liu, Kit-ying, and 廖潔凝. "ICT supported collaborative learning of business studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29959895.
Full text
46
Serra, Vizern Montse. "Education in ethical values: a pedagogical proposal for the training of ICT professionals." Doctoral thesis, Universitat Autònoma de Barcelona, 2012. http://hdl.handle.net/10803/362637.
Full textAbstract:
Aquest treball de recerca investiga la formació en valors ètics dels professionals de les TIC amb l’objectiu de destacar un marc educatiu on portar a terme el procés d’aprenentatge dins de les escoles d’enginyeria. Aquest marc educatiu s’estudia a través de tres eixos principals: quin paper juga l’ètica dins del context de les TIC; quines implicacions morals té l’ètica professional; quins són els requeriments educatius essencials necessaris per tal que els professionals de les TIC puguin desenvolupar un perfil ètic adequat.
Conseqüentment, les principals contribucions d’aquest treball són dues. En primer lloc, detectar les implicacions morals de la tecnologia i com aquestes configuren i influencien l’exercici pràctic diari del professional de les TIC. En segon lloc, proveir els estudiants de les escoles d’enginyeria d’una ètica professional, la qual és implementada mitjançant un conjunt de recursos metodològics i pedagògics, per tal d’ensenyar-los a treballar d’acord amb els valors socials conjunturals, els quals són la base per a un ensenyament ètic adient.
Els enfocaments de recerca sobre els quals basem aquest estudi són tres: l’hermenèutica, l’ètica discursiva i l’ètica de la virtut, aplicades a l’àmbit de l’ètica professional. Aquests mitjans busquen suscitar i representar els diferents punts de vista i experiències dels estudiants quan s’enfronten a dilemes morals. Per això, aquests plantejaments de recerca, conjuntament amb les eines d’aprenentatge corresponents permeten als estudiants augmentar la seva consciència respecte les qüestions ètiques relacionades amb la seva construcció moral, alhora que desenvolupen l’expertesa tècnica pròpia de la titulació d’enginyeria.
Així doncs, la proposta presentada proporciona un marc de treball que consta d’un conjunt educatiu de recursos basats en eines d’aprenentatge que permeten la reflexió de qüestions ètiques i l’assoliment d’un ensenyament centrat en la millora pràctica de l’estudiant d’enginyeria.
Els resultats d’aquest estudi culminen amb les conclusions següents:
1. La necessitat d’emfatitzar que el comportament ètic és sempre necessari en l’exercici d’una professió social com l’enginyeria, però no només quan les coses van malament.
2. La incorporació d’una dimensió ètica que ens permeti analitzar les accions, les conseqüències i les responsabilitats respecte a la relació existent entre la tecnologia i la professió de l’enginyeria tenint en compte el context social on es desplega.
3. La cerca d’una ètica amb característiques pròpies implementada a través de mètodes, eines d’aprenentatge i recursos tecnològics. Tot això amb la mirada posada a realitzar bones pràctiques que potenciïn la sensibilitat ètica entre els estudiants d’enginyeria.
Basant-nos en els resultats anteriors, el professorat i l’alumnat dels graus d’enginyeria, on les tecnologies de les TIC tenen un paper rellevant i de lideratge, haurien de ser capaços d’avaluar com aborden l’ensenyament i l’aprenentatge ètic professional, si apunten per promoure una professió de qualitat i d’un evident vincle social, basada en una plena consciència de l’ètica dins de l’actual món professional de les TIC.<br>This study investigates the training in ethical values of ICT professionals with a view to highlighting an educative framework from which to carry out the learning process within engineering schools. This educative framework is explored through the following central points: what is the role of ethics within the context of ICT; what moral implications professional ethics has; what are the essential educative requirements that ICT professionals need to develop an appropriate ethical profile
Consequently, the study’s principal contributions are twofold. On one hand, identifying moral involved with technology and how these shape the daily practical exercise in the scope of ICT professionals. On the other hand, providing the students of engineering schools with professional ethics by means of a set of methodological and pedagogical resources, in order to train students to work in accord with the relevant social values on which suitable ethics instruction is based.
The research approaches employed in this study are three: the hermeneutic approach, the discursive ethics and the virtue ethics, applied within the field of professional ethics. These methods seek to elicit and represent the different perspectives and experiences of the students when facing ethical dilemmas. Thus, this research work approaches jointly the corresponding set of learning tools that allow students to raise their awareness regarding the ethical issues related to their moral construction, at the same time as they develop the technical expertise typical of an engineering degree.
So this proposal provides a framework that consists of a set of educational resources based on learning tools that allow the deliberation of ethical issues, and the fulfilment of a training process aimed at the experiential improvement of the student of engineering.
The study’s findings culminate in the following remarks:
1. The necessity of emphasizing that ethical behaviour is always appropriate in the exercise of a social profession such as engineering, not only when things goes wrong.
2. The incorporation of an ethical dimension that allows us to analyse the actions, outcomes and responsibilities with regard to the existing relationship between technology and the engineering profession taking into account the social context in which it is deployed.
3. The search for an ethics with typical features implemented through appropriate methods, learning tools, and technological resources. All of this with the aim of achieving good practice which strengthens ethical sensitivity among the students of engineering.
Based on the preceding results, teaching staff and the student body of engineering degrees, where ICT technologies have an prominent and leading role, should be able to evaluate how they approach ethical professional training and learning, if they aim to promote a profession of quality and of clear social connectivity, based on a full awareness of the ethics within the current ICT professional world.
47
Gülbahar, Yasemin, Mustafa Ilkhan, Selcan Kilis, and Okan Arslan. "Informatics education in Turkey : national ICT curriculum and teacher training at elementary level." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6451/.
Full textAbstract:
This article is a summary of the work carried out by the Ministry of Education in Turkey, in terms of the development of a new ICT Curriculum, together with the e-Training of teachers who will play an important role in the forthcoming pilot study. Based on recent literature on the topic, the article starts by introducing the “F@tih Project”, a national project that aims to effectively integrate technology into schools. After assessing teachers’ and students’ ICT competencies, as defined internationally, the review continues with the proposed model for the e-training of teachers. Summarizing the process of development of the new ICT curriculum, researchers underline key points of the curriculum such as dimensions, levels and competencies. Then teachers’ e-training approaches, together with selected tools, are explained in line with the importance and stages of action research that will be used throughout the pilot implementation of the curriculum and e-training process.
48
Ip, Kin-sheung. "Teachers' perspectives on the role of leadership in promoting effective ICT integration in a school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040252.
Full text
49
White, Gerald Kingswood. "Diffusion of ICT in education and the role of collaboration: a study of EdNA." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/2559.
Full textAbstract:
This research explored the diffusion of information and communications technology (ICT) innovations in education through a case study of Education Network Australia (EdNA) spanning fourteen years since EdNA's establishment in 1995.The study began by developing a comprehensive and original chronological history of the establishment, development and management of EdNA, with a particular focus on the collaboration amongst stakeholders in all of these phases. Four research questions were developed for the study to address. Evidence from documentary analysis, interviews with stakeholders and personal recollections was triangulated in addressing those questions.From a theoretical point of view, in the absence of theory specific to diffusion of ICT innovations in education, the research used as a theoretical starting point the work of Rogers (2003) on diffusion of innovations more generally. The analysis and interpretation of the literature related to Rogers’ theory highlighted that the likelihood of success of an innovation appears to be linked to its antecedents and pattern of its take up.An additional dimension of the theoretical framework of this study concerned the concept of collaboration amongst stakeholders – demonstrably a key concept in relation to EdNA, but one which has been very poorly defined in the literature. This study therefore developed a clear definition of collaboration in education for application to large scale projects such as EdNA, distilling the definition and characteristics of collaboration from previous work by Education.au Limited (2004) and Clark (2008).The above led to the theoretical proposition that the successful diffusion of an ICT innovation in education can be judged by its antecedents, its rate of population take up and the strength of collaboration associated with it. This theory was tested through a detailed analysis, using evidence from the EdNA case study.The findings of the study were that the new theory provided a robust basis for analysis of the diffusion of EdNA and the role of collaboration in that diffusion. Specifically, collaboration was found to be strong at high levels of influence (senior officials) in the establishment phases of the development of EdNA with leadership from the Commonwealth and a commitment to the initiative by State education and training Ministers and their senior staffs. The indicators of the likelihood of success were in place within five years after which time the national bodies sought a wider education technology agenda. The national initiative then operated by cooperation (Himmelmann, 1993) for a short period before moving to coordination by Education.au as the managing body in consultation with the Commonwealth and the States. During the coordination period innovation with EdNA services and new social technologies deployed on EdNA were strong and led to the emergence of online collaboration among users.The shift from national collaboration at a high level of influence in establishing the EdNA initiative to online collaboration among users as a result of innovation supports the proposal that collaboration in education is the process of co-creating knowledge while sharing physical or virtual space. However, this research did not support the view that the role of collaboration, beyond the establishment of the initiative, had a positive effect on the diffusion of ICT innovations in education because intensive collaboration is very demanding in terms of time and resources.This study addressed major theoretical and analytical gaps in the literature on diffusion of large-scale, national ICT innovations in education. It provides a sound basis for future research and practice.
50
Tellez, Julio Cuauhtemoc. "Perceptions Regarding the Use and Experience of Information and Communication Technology from Female Students in a Catholic Middle School." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/226.
Full textAbstract:
Despite advancements in the search of equity, females still struggle to find acceptance in the field of information and communication technology. Research indicates that differences in perception of ability of ICT use begin to manifest in the middle school level. This mixed methods study explored the experiences and perceptions of 46 middle school females and males to expose possible influential factors about the use of ICT by females. The dissertation study occurred in two phases. The first phase involved a survey that was given to the entire middle school. Data from the survey provided participants for the second phase, which involved a focus group discussion with six female students in grades 7 and 8 to examine influential factors in the use of ICT. Findings indicated statistically significant differences between males and females exist at the study site. Females were more likely to (a) access ICT at the after school program and at a relative’s house; (b) identify a relative as an important influence in ICT; (c) share created media; (d) declare higher experience with Photoshop; (e) seek medicine as potential career and less likely to (f) report building a robot or invention using technology; (d) use ICT to play multi-user online games; (f) express interest in action, competition, and graphics in games (h) know terms such as firewall and torrent; (i) pursue careers as computer programmers, engineers, or computer game designers than their male counterparts. The findings support the need for school leadership establishing or enhancing a technology integration program to consider the difference between males and females as foundational cornerstone in the technology integration program.