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Journal articles on the topic 'ICT School Coordinator'
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Wasserman, Egoza, and Chagit Refaeli. "Implementation of the ICT Program in Schools from the Point of View of the ICT Coordinators." Journal of Education and Development 2, no. 1 (2018): 1. http://dx.doi.org/10.20849/jed.v2i1.306.
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The purpose of this research is to examine the work of the ICT coordinator in the school: How does the coordinator see his role and work, what are the characteristics of the coordinators work and his relationship with supervisors, instructors, principals, teachers and students. The research was conducted in the qualitative method, the tool used to assemble data was a semi-structured interview; Ten ICT coordinators were interviewed from a variety of ages and a wide range of experience in teaching. The study found that ICT coordinators are the key figures in getting the process of implementation moving. The ICT coordinators know the importance of their roles in the schools and feel a great sense of responsibility. The coordinators are responsible for many fields, including the budgetary framework, promoting the teaching-learning process and leading school projects. The coordinators attest to a high level of trust with the principals and a good working relationship with the Ministry of Education’s instructors, so that they have an open channel of dialogue and can consult with them. The work of the coordinator with the teachers consists of the pedagogical and technical aspect that are intertwined and attest to each other’s existence.
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BASANTI, SAMANTA. "Present Scenario of ICT and Problems of ICT School Coordinators to Implement ICT in Secondary Schools in Selected Block of Ramnagar-1, Purba Medinipur, West Bengal." International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) 10, no. 3 (2023): 239–47. https://doi.org/10.5281/zenodo.8379332.
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<strong>Abstract:</strong> A major objective of the 21<sup>st</sup> century is the spread of digital technology. Information and Communication Technology (ICT) has been implemented in schools to improve overall education system in India. In this study, the researcher found out the current status of ICT and problems of its implementation in secondary and higher secondary schools belonging to Ramnagar-1 Dev. Block in Purba Medinipur district. This descriptive type research was conducted in 18<sup>th</sup> secondary schools through interview on students and subject teachers, questionnaires on ICT School Coordinators and surveys in ICT lab. The paper highlights various external and internal problems that are barriers the fulfillment of ICT’s functional objectives. To ICT implementation in schools is the main responsibility of ICT School Coordinators but proper use of ICT is not happening due to their involvement in multitasking in schools, lack of regular training, inadequate remuneration and unwillingness of school’s authorities. The researcher seeks to improve the ICT education system in the secondary schools located in this area through many effective recommendations. Proper implementation and development of ICT in schools is possible by overcoming the problems with effective cooperation of central and state governments, non-governmental agencies, local administrations and school administration. <strong>Keywords:</strong> ICT, ICT School Coordinator, secondary school, scenario, problems. <strong>Title:</strong> Present Scenario of ICT and Problems of ICT School Coordinators to Implement ICT in Secondary Schools in Selected Block of Ramnagar-1, Purba Medinipur, West Bengal <strong>Author:</strong> BASANTI SAMANTA <strong>International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)</strong> <strong>ISSN 2349-7831</strong> <strong>Vol. 10, Issue 3, July 2023 - September 2023</strong> <strong>Page No: 239-247</strong> <strong>Paper Publications</strong> <strong>Website: www.paperpublications.org</strong> <strong>Published Date: 26-September-2023</strong> <strong>DOI: </strong><strong>https://doi.org/10.5281/zenodo.8379332</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.paperpublications.org/upload/book/Present%20Scenario%20of%20ICT%20and%20Problems-26092023-5.pdf</strong>
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Soleman, Habib Allah. "The Role of Autonomy and Accountability in Implementing and Assimilating ICT in Elementary Schools in Israel’s Arab Sector." Journal of Education and Culture Studies 3, no. 1 (2019): 64. http://dx.doi.org/10.22158/jecs.v3n1p64.
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<p><em>This article examines the extent to which the autonomy and accountability of principals, ICT coordinators, and teachers affect the successful implementation and assimilation of ICT in Arab sector elementary schools in Israel. The findings show strong positive correlations between the level of autonomy and accountability of principals (rp=0.763, p&lt;0.001), coordinators (rp=0.588, p&lt;0.001), and teachers (rp=0.770, p&lt;0.001) and successful implementation and assimilation of IT in schools. The conclusions emphasize the leading role of ICT coordinator as an agent of change, the necessity for collaboration between academy and school in order to create an environment for proper assimilating ICT into schools’ vision and reality, as well as the importance of personal empowerment in ICT leaders to foster a new form of ICT leadership.</em></p>
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Avidov Ungar, Orit, and Tamar Shamir-Inbal. "ICT Coordinators’ TPACK-based Leadership Knowledge in their Roles as Agents of Change." Journal of Information Technology Education: Research 16 (2017): 169–88. http://dx.doi.org/10.28945/3699.
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Aim/Purpose: The aim of the study is to examine what ICT coordinators perceive as the main elements of knowledge needed to implement ICT successfully into school culture. Background: For the past few years, Israel’s Ministry of Education has been running a national program of adapting the education system to the 21st century skills. Key teachers have been appointed as ICT coordinators. Their role was to implement technology in schools. Methodology: The participants in this study were 130 ICT coordinators in Israeli Hebrew and Arabic schools. Those ICT coordinators had to attend a special in-service 60-hour course throughout an entire school year. The research tool was the reflection of the ICT coordinators who were asked to complete at the end of the in-service course. Narrative analysis was chosen as the main approach to data analysis. Contribution: We claim that ICT coordinators maintain a complex perception of their role, based on broad personal and professional knowledge that enables them to lead the needed changes. Findings: Based on the findings the coordinators revealed primary successful elements of their work: (a) technological aspects, (b) pedagogical aspects, (c) the organizational aspects, and (d) the ICT coordinator as a leader of systemic change. The first two elements already appear in the TPACK construct, while the others constitute organizational knowledge (OK) and leadership knowledge (LK) that enables the coordinators to facilitate ICT implementation in schools, and these are the unique elements of this study. Recommendations for Practitioners : We recommend that when choosing ICT coordinators or ICT implementation leaders at school, one should check not only that they possess the familiar TPACK knowledge, but also organizational knowledge and leadership knowledge that was found essential to successful completion of the coordinators’ role. Impact on Society : his study has shed light on the nature and significance of leadership knowledge (LK) and its function as an additional expression of TPACK. Future Research: We suggest that future research about educational technology leaders’ TPACK be drawn from these results.
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HADDAD, Loureen, and Rawia ASHQAR. "THE MANAGEMENT AND IMPLEMENTATION OF AI IN THE SCHOOL CURRICULUM IN ISRAEL." ANNALS OF THE UNIVERSITY OF ORADEA. ECONOMIC SCIENCES 3, no. 1 (2023): 704–16. http://dx.doi.org/10.47535/1991auoes32(1)054.
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This article reviews how Artificial Intelligence (AI) tools are implemented and reshaping the education system in Israel. In many ways Education and AI are intertwined. Education is used as a means to develop minds capable of expanding and leveraging the pool of knowledge, while AI provides tools to develop a more accurate and detailed picture of how the human brain works. By leveraging the best features of machines and teachers, the vision for AI in education is one where AI and teachers work together to achieve the best outcome for students. Since today’s students will have to work in a future where AI is a reality, it is important that our educational institutions expose students to the technology and train them how to use it. The idea behind managing and implementing AI is to strengthen student-centred and self-regulated learning and promote the development of students’ information management and problem-solving skills. The study investigates how teachers, school ICT coordinators, principals, and parents deal with the implantation of AI in education, how they use innovative technological tools, and how do they cope with the challenges facing students. In order to be able to integrate AI elements, teachers from the school receive a training course in a coordinated manner. In addition, implementing AI requires schools to assign instructors, who as teachers, hold weekly meetings on digital skills, and each school has a school ICT coordinator and leading teachers on the subject. The role of the principal in this project is to coordinate between the schools and Ministry of Education that supervises how schools implement the project.
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Apte, Monica, and S. U. Gawade. "To Study the Role of Parents in Developing Computer Awareness among Schools Going Children in Pune City." Data Analytics and Artificial Intelligence 2, no. 1 (2022): 40–46. http://dx.doi.org/10.46632/daai/2/1/7.
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The National Policy on Education 1986, as modified in 1992, stressed the need to employ educational technology to improve the quality of education. The policy statement led to two major centrally sponsored schemes, namely, Educational Technology (ET) and Computer Literacy and Studies in Schools (CLASS) paving the way for a more comprehensive centrally sponsored scheme – Information and Communication Technology @ Schools in 2004.The comprehensive choice of ICT for holistic development of education can be built only on a sound policy. The initiative of ICT Policy in School Education is inspired by the tremendous potential of ICT for enhancing outreach and improving quality of education. A parent is primary helper, monitor coordinator, observes, record keeper and decision maker for the child. The most important duty of parents is to look after their children and to take interest in their welfare and progress. ” Successful parenting entails both effective components in terms of commitment, empathy and positive regard for children.”
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Top, Ercan, Melih Derya Gurer, Derya Baser, Sedat Akayoglu, and Recai Akkus. "One-On-One Technology Mentoring for In-Service Teachers: The Experiences of Future ICT Coordinators." International Journal of Technology in Education 4, no. 4 (2021): 847–69. http://dx.doi.org/10.46328/ijte.104.
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With the increasing demands of technology integration by the institutions, educators felt the need to develop themselves professionally. In this study, as a way of professional development, we focused on one-on-one technology mentoring for in-service teachers because the experiences of mentors would shed light on professional development programs in the context of both mentors’ progress and mentoring in-service teachers. Mentors for teachers were assigned to facilitate teachers’ ICT usage and ICT integration skills. The mentorship implementation lasted two semesters with 42 mentors’ participation. The determination of the content of the mentoring process was completely based on the needs and interests of the teachers. After the implementation, the perceptions and experiences of the mentors were asked and coded through content analysis. According to the analysis, the responses of the mentors were grouped into five main categories; (a) affordances of the technology mentoring process, (b) the contribution of the project to the teachers, (c) the contribution of the project to the mentors, (d) the challenges experienced by the mentors, and (e) the weaknesses of and the suggestions for the mentoring process. The findings of this study indicated that future ICT coordinators believed that one-on-one technology mentoring in real school settings is an effective way not only for training in-service teachers but also for creating awareness of being an ICT coordinator and developing ICT mentoring skills.
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Top, Ercan, Melih Gurer, Derya Baser, Sedat Akayoglu, and Recai Akkus. "One-On-One Technology Mentoring for in-Service Teachers: The Experiences of Future ICT Coordinators." International Journal of Innovative Research in Arts, Education and Technology 3, no. 1 (2025): 138–55. https://doi.org/10.48028/iiprds/ijiraet.v3.i1.13.
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With the increasing demands of technology integration by the institutions, educators felt the need to develop themselves professionally. In this study, as a way of professional development, we focused on one-on-one technology mentoring for in-service teachers because the experiences of mentors would shed light on professional development programs in the context of both mentors' progress and mentoring in-service teachers. Mentors for teachers were assigned to facilitate teachers' ICT usage and ICT integration skills. The mentorship implementation lasted two semesters with 42 mentors' participation. The determination of the content of the mentoring process was completely based on the needs and interests of the teachers. After the implementation, the perceptions and experiences of the mentors were asked and coded through content analysis. According to the analysis, the responses of the mentors were grouped into five main categories; (a) affordances of the technology mentoring process, (b) the contribution of the project to the teachers, (c) the contribution of the project to the mentors, (d) the challenges experienced by the mentors, and (e) the weaknesses of and the suggestions for the mentoring process. The findings of this study indicated that future ICT coordinators believed that one-on-one technology mentoring in real school settings is an effective way not only for training in-service teachers but also for creating awareness of being an ICT coordinator and developing ICT mentoring skills.
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Lamanauskas, Vincentas, Margarita Vilkonienė, and Rytis Vilkonis. "CONCEPTUAL REASONING FOR DIDACTICS OF AUGMENTED REALITY TEACHING / LEARNING PLATFORM: SOME PRELIMINARY IDEAS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 4, no. 2 (2007): 17–26. http://dx.doi.org/10.48127/gu-nse/07.4.17a.
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The problematics of Information and Communication Technologies is undoubtedly important area in modern education. The world rapidly changes and technical potentiality is constantly growing. The digital revolution is making life easier for people in both directions work and leisure time. A question if we can support an idea that modern ICT helps with the educational process is not explicit? Obviously, ICT improvement leads to applying them in different areas of our life. On the one hand, the educational environment of ICT implementation plays a major role. Possessing modern ICT cannot be the only factor as in order to improve the educational process we need to know the ways of using them i.e. it should not be a matter of fashion. On the other hand, ICT (audiovisual, computer, interactive etc.) themselves are the objects of thorough investigations. So, an international scientific project ARiSE could be the best example (http://www.arise-project.org). Seven institutions from five European countries including Germany, Lithuania, the Czech Republic, Romania and Malta are the participants of the event. The coordinator of the project is Fraunhofer-Institut IAIS (Fraunhofer Institut Intelligente Analyse – und Informationssysteme, Sankt Augustin, Germany) (http://www.iais.fraunhofer.de/). The main objective of the ARiSE Project is to test the pedagogical effectiveness of introducing augmented reality (AR) into the classroom and creating remote collaboration between classes around AR display systems. Also, the important task is to develop a pedagogical reasoning of the given augmented reality technology in school environments.In this article the first conceptual ideas on this question are presented. Key words: science education, augmented reality, school environment.
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Soleman, Habib Allah. "COVID-19 as the Catalyst of E-leadership and ICT Implementation in Israeli Arab Sector Elementary Schools." Journal of Education and Culture Studies 4, no. 2 (2020): p90. http://dx.doi.org/10.22158/jecs.v4n2p90.
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The article discusses the vicissitudes of practical implementation of distance learning by the use of ICT technologies in the elementary schools of Israel’s Arab sector, following the lock-down induced by COVID-19 pandemic. The author describes his own experience of distance learning as a pedagogical coordinator, while addressing various aspects of collaborative practices, parental cooperation, and leadership in the context of emergency management policies and methods. The experience is certainly both unprecedented and informed by lessons learned from previous emergencies: the author seeks to integrate the existing scholarly and practical frameworks of knowledge and the conclusions that can already be drawn from the experience that is entirely new, ongoing, and open-ended. The article discusses strengths and weaknesses of distant learning experience in the elementary school and provides tentative recommendations for the unknown and uncertain future.
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Masdaudi, Fitri Rahmah, M. Syahran Jailani, and Muhammad Fadhil. "Pemanfaatan Laboratorium Komputer dalam Meningkatkan Pengetahuan Dasar Komputer Siswa Madrasah Aliyah Swasta." Nusantara: Jurnal Pendidikan Indonesia 4, no. 4 (2024): 1141–53. https://doi.org/10.14421/njpi.2024.v4i4-18.
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Purpose – This research aims to describe the use of computer laboratories, identify the challenges faced by Information and Communication Technology (ICT) teachers in utilizing these laboratories, and understand the efforts made by the school to address these challenges. The study seeks to enhance students' foundational computer knowledge through the effective use of computer laboratories.Method – The research employs a descriptive method with a qualitative approach, conducted at the Private Islamic Senior High School of Perguruan Hidayatul Islamiyah in Kuala Tungkal. The study's participants include the principal, the vice principal for facilities and infrastructure, the computer laboratory coordinator, ICT teachers, and students. Data collection techniques involve observation, interviews, and documentation, with data validity ensured through triangulation. The data analysis process includes data reduction, data presentation, and drawing conclusions.Findings – The findings demonstrate that computer laboratories significantly enhance students' basic computer skills at the Private Islamic Senior High School of Perguruan Hidayatul Islamiyah in Kuala Tungkal. Students gain practical experience, reinforcing theoretical knowledge, while collaborative tasks in the lab foster problem-solving and engagement. However, challenges such as outdated equipment and internet issues limit the full potential of laboratory use. Despite these obstacles, ICT teachers incorporate lab activities effectively to create an engaging learning environment. Research Implications – Although facilities meet minimum standards (Indonesian Ministry of Education Regulation No. 24 of 2007), there is potential for improvement. Regular updates to equipment, improved internet access, and teacher training would enhance learning outcomes. This context highlights the importance of equipping madrasah students with essential digital skills for their academic and professional.
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Castro-Granados, Mtro Mauricio Alejandro, Mtra Carmen Medina-Almeida, and Dr Leonardo David Glasserman Morales. "Fortalecimiento de las competencias docentes para atender el cyberbullying en una secundaria pública colombiana." CPU-e, Revista de Investigación Educativa, no. 24 (January 27, 2017): 199–223. http://dx.doi.org/10.25009/cpue.v0i24.2409.
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El objetivo general del estudio fue analizar las competencias docentes que se pueden fortalecer para la atención de los casos de cyberbullying que se presentan entre los estudiantes de una secundaria pública colombiana. La metodología comprendió un estudio mixto y la muestra no probabilística estuvo conformada por 21 docentes y 62 estudiantes. En una primera etapa cualitativa, se entrevistó al profesorado y a la coordinadora de convivencia, en su calidad de directiva. Además, se diseñó e impartió un curso de capacitación docente en Moodle sobre los aspectos fundamentales para el manejo del cyberbullying. Posterior al curso (etapa cuantitativa), se aplicaron encuestas a docentes y estudiantes. Finalmente, se concluyó que el profesorado requiere fortalecer las competencias comunicativas, interpersonales, el uso de TIC y la resolución de conflictos, para generar estrategias que permitan atender y prevenir el cyberbullying. Dichas acciones deben involucrar a padres de familia y directivos del colegio.AbstractThe general objective of the study was to analyze the teaching skills that can be strengthened for handling cyberbullying cases, occurring among students of a Colombian public school. The methodology comprised a mixed study and a non-probabilistic sample consisted of 21 teachers and 62 students. In the first qualitative stage, the teachers and the coexistence coordinator (directive) were interviewed. In addition, it was designed and implemented a teacher training course in Moodle on key aspects for the management of cyberbullying. After the course (quantitative phase), surveys were applied to teachers and students. Finally, it was concluded that teachers need to strengthen communication skills, interpersonal skills, use of ICT and conflict resolution, in order to generate strategies to handle and prevent cyberbullying. Those actions must involve parents and school managers.Recibido: 08 de agosto de 2016Aceptado: 15 de diciembre de 2016
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Abengoza, Guia B., Jona C. Agubang, Maria Lakasdiwa S. Bagayawa, Maricres H. Berjuela, Emily I. Calagoyo, and Cherry Love B. Montales. "Use of SAM in Developing Instructional Numeracy Materials." American Journal of Education and Technology 4, no. 1 (2025): 55–61. https://doi.org/10.54536/ajet.v4i1.4256.
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In the Philippines, numeracy abilities are important because they play a major role in the country’s economic development, technological advancement, and general societal advancement. This study assessed the numeracy skills and proficiency of Grade 6 students of Agaton C. Rodriguez Elementary School. Based on the Albay Numeracy Assessment Tool (ALNAT) pre-test result, the researchers were able to construct instructional videos in Mathematics 6 following the SAM model of instruction, which can help in the improvement of the students who fall in need of major support level during the numeracy assessment. The Mathematics 6 teacher and school ICT coordinator of the selected school served as the validators of the instructional videos and revisions were done according to their comments and recommendations. This study concludes that the SAM proves to be an effective and adaptable approach for designing and developing instructional content. The model promotes a user-centered process that prioritizes continuous refinement by focusing on its three core phases—Preparation, Iterative Design, and Iterative Development. The study also recommends that Instructional designers be open to revisiting earlier phases based on ongoing feedback, ensuring that the final product is continuously refined and meets learners’ evolving needs. Engaged groups during the preparation and development phases help ensure the instructional content remains relevant and user-centered. Further recommends allocating adequate time for the iterative design and development process. For SAM to be successfully implemented, instructional designers should receive proper training on its principles and best practices. Additionally, fostering collaboration between design teams, subject matter experts, and developers is essential for creating high-quality educational resources. Finally, regular evaluation during each phase of the SAM process ensures that instructional content meets both pedagogical and user requirements. Continuous assessment helps identify potential issues early on, leading to more effective solutions before final implementation.
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Pacao, Menchie P., and Maria Flora T. Pandes. "Contextualized Guided-Audio Visual Materials for Grade 8 English Learners." International Journal of Research and Scientific Innovation XII, no. I (2025): 574–80. https://doi.org/10.51244/ijrsi.2025.12010052.
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This study developed and evaluated contextualized guided – audio visual materials (C-GAME) for grade 8 English learners in Lalawigan National High School. This study utilized quantitative methods with descriptive-inferential-evaluative design of research. Inferential statistics with researcher – made test and an adapted DepEd – LRMDS (Learning Resources and Management Development System) evaluation tool. Total enumeration was employed in this study which involved sixty – three (63) grade 8 learners in the locale of the study. In addition, six teachers with varied level of expertise in the district/division, specifically 1 English Head Teacher, 1 English Master Teacher, 1 EPS-LRMDS, and 3 ICT Coordinator Teachers, served as evaluators of the developed contextualized learning resources. Findings revealed that majority of the Grade 8 students had average learning proficiency in the most essential learning competencies in English 8 subject. Hence, the researcher developed contextualized learning resources dubbed as C-GAME: Guided-Audio Visual Materials in English, to address learning difficulties of Grade 8 learners. The developed contextualized learning resources or C-GAME was evaluated as highly acceptable and passed the evaluation of the experts using the standard LRMDS evaluation tool. Moreover, the utilization of the developed contextualized material improved the learning achievement of Grade 8 learners. This means the developed contextualized learning material has had a substantial impact on the academic performance of the learners. Therefore, there is a significant difference between academic performance before and after using the developed contextualized learning resource. Finally, the intervention activities proposed by the researcher addressed the least mastered competencies of Grade 8 English learners.
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Berrios Aguayo, Beatriz, María Dolores Molina Jaén, and Antonio Pantoja Vallejo. "Opinion of ICT coordinators on the incidence of telematic tools." Journal of Technology and Science Education 10, no. 1 (2020): 142. http://dx.doi.org/10.3926/jotse.690.
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The objective of this study was to evaluate the role of information and communication technologies (ICT) in the learning of primary school students, as assessed by ICT coordinators of the schools in Andalusia (a network already considered by the Spanish Educational Administration as ICT centres). For this, a total of 34 ICT coordinators from various primary education centres in Andalusia participated. With the objective of knowing the scope of the policies that are carried out, as well as determining the true incidence of ICT in the classroom – not only as a tool, but also as a way of teaching – a questionnaire was created and validated for the coordinators TIC. The results indicated that (a) the use by ICT teachers in the classroom is still reduced and (b) the lack of training received by teachers, as well as scarce technological resources, are the main barriers to attaining a higher use of ICT in the didactic process. The findings suggest that integral and transversal insertion of ICTs in the classroom should be priority objectives in deriving optimal curricular development in for primary school students.
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Madronio, Julien Tiza D. "Maintenance and Support System for Information and Communication Technology (ICT) Resources." American Journal of Education and Technology 2, no. 2 (2023): 76–83. http://dx.doi.org/10.54536/ajet.v2i2.1619.
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The lack of technical support and maintenance impedes to the utilization of ICT resources in schools. As part of the government’s commitment to achieve the goals embedded in the country’s vision 2020, a number of schools have been beneficiaries of ICT facilities like computers, printers, laptops, LCD projectors, and speakers through the Department of Education Computerization Program (DCP). This descriptive-correlational research study assesses the status of the maintenance and support system of ICT resources in public elementary schools in the District of San Jose, Northern Samar, Philippines. Results revealed that school heads, ICT coordinators, and teachers were least satisfied of ICT maintenance procedure. In the same manner that the school heads, ICT coordinators and teachers support system were moderately satisfactory. There were significant differences in the maintenance procedures among the respondents particularly in replacing or repairing the faulty components and upgrading hardware and software. This concludes varied ways in which the respondents respond to the maintenance of faulty components and upgrading the hardware and software. Furthermore, difference on the technical support workload and technology integration among the three groups of respondents appeared to vary in terms of support system. The finding singles out the varied compliance of the respondents in technical support and technology integration.
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Sutter, Florence, and Dr Allan Kihara. "DETERMINANTS OF SUCCESSFUL IMPLEMENTATION OF DIGITAL LITERACY PROJECT IN PUBLIC PRIMARY SCHOOLS IN BARINGO COUNTY, KENYA." Journal of Entrepreneurship and Project Management 4, no. 1 (2019): 96–117. http://dx.doi.org/10.47941/jepm.297.
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Purpose: The study aimed at finding out the determinants of successful implementation of digital literacy project in public primary schools in Baringo County in Kenya. The specific objectives of the study were to determine the effect of school leadership, information communication technology teacher competence, and teacher workload and information communication technology infrastructure. The study was founded on Technology Acceptance Theory, Resource Based Theory, Upper Echelons Theory and the Technology, Organization and Environment Model theories. This study adopted a descriptive survey research design. Methodology: The study targeted 612 stakeholders in the implementation of the Digital Literacy Project in public schools including the Ministry of education Science and Technology representative who is the Sub county Directors, the TSC Sub County Directors, curriculum support officers in the County, the Kenya Institute of Special Education Sub County coordinators, the Kenya Primary Schools Head Teachers Association Sub County coordinators, the Kenya National Union of Teachers Sub County coordinators and the head teachers of the public primary schools in Baringo county. Yamane formula was used to determine a sample size of 150 respondents. Structured questionnaire presented in likert scale were used in collecting primary data. Descriptive statistics such as percentages, mean and frequency was used to analyze the collected data. The study also used inferential statistics such as correlation and regression. Results: The study found that school leader of technology encourage use of technology in teaching and learning and help teachers establish goals to implementation of technology in achieving their instructional strategies and that school leader’s interest; their commitment and championing implementation of ICT programs in schools positively influenced the whole process. The study concluded that school leadership had the greatest influence on implementation of digital literacy project in public primary schools in Baringo County in Kenya in Kenya followed by ICT infrastructure, then teachers ICT competence while teachers’ workload had the least influence on the implementation of digital literacy project in public primary schools in Baringo County in Kenya.Contribution to policy and practice: The study recommends that the school leaders should increase their compliance with the various policies so as to ensure more effective integration of learning and teaching in primary schools and that school administration and stakeholders in education needs to be more supportive towards implementation of ICT programs.
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Bulan, Camilo A., and Matronillo Del Mundo Martin. "Information and Communication Technology Coordinators’ Competence in Public Elementary Schools." EDUCATUM Journal of Science, Mathematics and Technology 9, no. 1 (2022): 9–19. http://dx.doi.org/10.37134/ejsmt.vol9.1.2.2022.
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This study aimed to determine the level of competence of Information Communication Technology Coordinators in Elementary Schools of Ramon District, Isabela during the School Year 2019-2020. This study used descriptive method of research, employing the questionnaire checklist in gathering data. This method was adopted since the study aimed to find the level of competence of ICT coordinators. Mean was used to determine the level of competence of the ICT Coordinators. Results of the study shows that the respondents have an overall high level of competence on competencies related to technical operations and concepts, and productivity of various ICT tools. The respondents have an overall high level of competence on the standard 2. This implies that the ICT coordinators assumed they were highly skilled in using appropriate office and teaching productivity tools. Moreover, the respondents have an overall high level of competence related to social, ethical, legal and human issues, and community linkage, which means that the ICT coordinators acknowledge they were highly skilled in recognizing and practicing ethical use of technology in both personal and professional level. To effectively assess the level of competence of ICT coordinators, their roles, duties, and functions must be properly defined based on their job description in the Position Description form that every permanent government official obtained upon appointment for a permanent position. Therefore, the position ICT Coordinators should not remain as designation, but, should be included in the Plantilla of Personnel as a new regular item position. The findings of this study may be best translated through the conduct of trainings and seminars to update the ICT Coordinators with new trends and techniques in teaching. Likewise, the Department of Education may craft a policy to clearly define the roles and functions of ICT Coordinators in schools.
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Araiz, Julcon Avanceña. "Profile and Level of Competence of Information and Communications Technology (ICT) Coordinators among Secondary Schools in the Division of Davao del Sur." JPAIR Multidisciplinary Research 32, no. 1 (2018): 124. http://dx.doi.org/10.7719/jpair.v32i1.579.
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ICT Coordinators play a significant role in the effective delivery of education in every school. There have been many studies carried out in relation to ICT, but less has been done dealing specifically with ICT Coordinators. The study aimed to find out the Level of Competence of ICT Coordinators in the 57 Secondary Schools in the Division of Davao del Sur, Philippines. A descriptive-correlational method was used in the study. The research instrument patterned to the NICS developed by the CICT (2006) was used in the data-gathering procedure. Data were analyzed using mean, chi-square, pearson r correlation coefficient and t- test. Results showed that ICT coordinators were intermediate in Technology Operations and Concepts, Social and Ethical, and Pedagogical Domains, but basic in the Professional domain. Likewise, significant relationships were not established with regard to their gender, age, educational attainment, length of service and position. The findings suggest that ICT Coordinators need to upgrade their level of competence in the Professional Domain to become more proficient and capable in performing their duties and responsibilities through seminar-workshops related to professional growth and development, research, innovation, and collaboration. To maintain their high level of competence, a continuing high-quality training program should be provided in the entire Secondary Schools in the Division of Davao del Sur.
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Q. Solteo Jr., Vicente, and Jean R. Baribe. "INFORMATION AND COMMUNICATION TECHNOLOGY COORDINATORS COMPETENCY SKILLS AND CLIENTS SATISFACTION." International Journal of Advanced Research 10, no. 12 (2022): 675–91. http://dx.doi.org/10.21474/ijar01/15889.
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Information and communication technology (ICT) undoubtedly changes the lives of people, especially in this time of pandemics. Almost all the communications strategies of the different agencies have adopted the technology. ICT has posed a lot of benefits from making communication faster and circulating information. ICT brings impact to the educational field through rapid development and positive changes. The Department of Education designated ICT Coordinators to oversee the duties and functions of technological assistance in the school.This study determined the Information and Communication Technology Coordinators competency skills and clients satisfaction involving a total of 297 respondents including the ICT coordinators of each school.Employing the descriptive correlational research design, this study had utilize a researcher developed questionnaire to gather the data from the ICT coordinators and teachers from the elementary schools in the Division of Biliran. The results found that the ages of the respondents have ranged from 22 to 45 years, most of them are female, married, Masters Degree holders, mostly 10 to 14 years in the service, and have attended local training and seminars. The level of competency skills of ICT coordinators in terms of computer system servicing was moderately competent, and in terms of preventive maintenance was highly competent.Therewas a high level of clients satisfaction. The sex and number of years in the service have a significant relationship to clients satisfaction, while the age, educational attainment, and training and seminars attended have no significant relationship to clients satisfaction. There was also significant relationship between the competency skills of ICT coordinators and clients satisfaction.Moreover, results also indicated that ICT coordinators have encountered problems while rendering their services to their clients such as: no available funds allocated for the maintenance of the computers due to limited allocation of Maintenance and Other Operating Expenses (MOOE) ICT Coordinators were assigned to various school activities and under regular teaching hours and some computer units were no longer functional.The school administrators shall conduct training and workshops which should focused on computer servicing to enhance the level of competency skills of ICT coordinators andfund may also be allocated for the maintenance of computer units and to upgrade the internet connectivity to improve the level of clients satisfaction.
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Tamayo, Nel Rusty. "Status of ICT Resources in the Schools: Basis for Utilization and Procurement Plans." Psychology and Education: A Multidisciplinary Journal 28, no. 9 (2024): 988–94. https://doi.org/10.5281/zenodo.14496956.
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The study aimed to comprehensively examine the status of ICT resources in Masbate province's third congressional elementary and secondary district public schools, utilizing a mixed-methods approach. The quantitative aspect involved data collection from 102 school heads and ICT coordinators, while the qualitative component focused on insights gathered solely from school principals. A survey checklist was designed to assess the availability, functionality, and sufficiency of ICT resources, and statistical methods such as rank order, frequency, and a Likert scale were employed for interpretation. Qualitative data obtained through thematic analysis of interviews with school principals highlighted specific struggles and challenges faced by the schools. Findings indicated that there is a scarcity of ICT resources in third-district schools, and the existing resources are not fully functional or sufficient. Additional challenges, supported by qualitative findings, include an undersupply of ICT resources, untrained teachers, the unavailability of maintenance personnel, and unstable internet connectivity. These identified challenges underscored the need for a comprehensive approach to addressing ICT-related issues in the third district schools. In conclusion, the study's findings revealed a significant gap in the availability, functionality, and sufficiency of ICT resources in the third congressional district. To address these issues, the study proposed several recommendations based on its findings. Firstly, the department is encouraged to enhance intervention strategies related to all-inclusive procurement services. The study also suggested that the department will allocate funds for extra personnel to enhance the serviceability of ICT resources. Furthermore, providing additional training for teachers in utilizing ICT for classroom instruction was recommended. Lastly, utilization and procurement plans were recommended to serve as augmented solutions to improve the overall status of ICT in these schools and address the identified challenges for enhancing the quality of education.
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Pizarro, Marlon, Dennis Caballes, and Jerwin Vianzon. "Digital Literacy of Elementary Teachers and its Relation to Performing their Various School Roles Amidst COVID-19 Pandemic." Journal of Interdisciplinary Perspectives 2, no. 2 (2024): 78–91. https://doi.org/10.5281/zenodo.10594619.
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<em>Amidst the lengthy suspension of in-person classes brought by the unprecedented pandemic of Coronavirus Disease 2019 (COVID-19), widespread adoption of digital technology in education has become critical. However, there is a growing global worry about teachers' digital literacy. The purpose of this study, which was done in four core schools in Bataan's second congressional district, Philippines, is to investigate public elementary school teachers' digital literacy and its impact on the various duties and responsibilities they take on. The study included 225 teachers, four ICT coordinators, and four school leaders from the identified central schools. There were significant disparities in the assessment of digital literacy and performance among the three groups of respondents (teachers, ICT coordinators, and school principals). Furthermore, while there was no significant association established between teachers' characteristics (including age and sex) and their digital literacy, a substantial relationship was discovered between teachers' digital literacy and their overall performance. This study provides useful insights into the landscape of digital literacy among elementary teachers during the COVID-19 pandemic, with implications for educational policies, professional development, and the efficient integration of digital tools in many school roles.</em>
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Edward Tanui, Katitia Melita David; Florence Oruta;. "Analysing the Extent of ICT Implementation and Use in the Administration of School Records in Kajiado County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 1, no. 3 (2019): 94–108. http://dx.doi.org/10.51317/ecjces.v1i3.103.
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The purpose of this study was to analyse the extent of ICT implementation and use in the administration of school records in Kajiado County, Kenya. Descriptive survey design was used. The target population was 61 public secondary schools’ principals, 1220 teachers, 610 students, 25 ICT teachers, 6 Sub-county Directors of Education and 1 County Director of Education in Kajiado County. The sample size for this study was 18 principals, 366 teachers, 8 ICT teachers, 183 students, 2 Sub-county Directors of Education and 1 County Director of Education. This study used questionnaires administered to Principals, teachers and ICT coordinators, observation schedules and interview schedule administered to the students, Sub-county Directors of Education and the County Director of Education as tools for data collection. The pilot test was done in schools with similar characteristics to those sampled through random sampling. All the respondents were seven principals of public secondary schools. Validity was determined by pre-testing of data collection tools while reliability through test-retest method. Cronbach alpha was used to test the internal reliability of the measurement instrument. Drop and pick methodology was adopted for data collection. The findings showed that use and implementation ICT in school administration in Kajiado County was very low. The study concluded that most schools in Kajiado County had not embraced ICT in various areas of administration. Therefore, the study recommends that proper technology should be put in place by purchasing of the required ICT facilities in schools to enhance management of schools using the current technology.
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Kurniawati, Atin, Mia Febriana, and Rini Anggrainingsih. "ICT-based Elementary School in Indonesia: Curriculum Content, Strategies, and Challenges." EduBasic Journal: Jurnal Pendidikan Dasar 4, no. 1 (2022): 53–62. http://dx.doi.org/10.17509/ebj.v4i1.44668.
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Along with the rapid growth of ICT, many schools offer ICT-based courses or programs. This study aimed to investigate the implementation of ICT-based elementary school in Indonesia focusing on the curriculum content, the strategies for integrating ICT curriculum into national curriculum, and the challenges they faced in running the school. Taking the case at SD ICT Al Abidin Surakarta, Indonesia, this study employed a descriptive qualitative method by conducting interview, observation, and document analysis. The result showed that the ICT curriculum included coding as the main skill by using several applications namely Code.org, Scratch Jr., Kodular, and Tinkercad.com. There were also several supporting skills taught namely rapid typing, hardware knowledge, basic Microsoft Office, graphic design, and ICT unplugged. They arranged the national curriculum content first and then added ICT content into daily learning activities. The challenges in running ICT school include the difficulty in convincing parents about the benefits of learning ICT skills, the absence of ICT school as a model in Indonesian context, and the limitedness of ICT teachers in the school. To solve it, they regularly conducted socialization to parents about ICT through seminar and social media campaign. The limitedness of ICT teachers was solved by providing regular training for class teachers to learn about ICT so they could teach ICT as well whenever needed. This study implies that ICT skills can be taught since early age and it can be integrated to formal education. For that purpose, it requires adequate learning facilities, skilled teachers, and mutual coordination with parents.
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Ludfiana, Diah Anita, Imron Arifin, Agus Timan, and Ali Imron. "Revolusi Literasi Alam pada Strategi Manajemen Layanan Khusus dengan Pemanfaatan ICT di Sekolah Alam." Jurnal Paedagogy 10, no. 4 (2023): 1107. http://dx.doi.org/10.33394/jp.v10i4.9103.
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This study aims to explore the implementation of the nature literacy revolution, particularly service management strategies using information and communication technology in two Nature Schools, namely SD Anak Saleh and MI Bilingual Al Ikhlas. The research method employed in this study was a qualitative case study approach involving school principals, teachers, nature school coordinators, and students as informants. This research data was obtained through observation, interviews, and literature review techniques, which were then analyzed using an interactive model. The study's findings reveal the significant role of Nature Schools in transforming the educational paradigm, making nature experiences the core of learning, and leveraging ICT to enhance students' ecological understanding. Despite both schools successfully creating inclusive environments and integrating ICT into the learning process, challenges such as financial support and community interest persist. These research findings provide insights into how the Nature Literacy Revolution can be realized through Nature Schools and inspire other educational institutions to adopt a similar approach—emphasizing nature experiences, collaborative learning, and experience-based approaches.
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Lloyd, Margaret, and Campbell McRobbie. "The “Whole Approach”: An Investigation of a School-Based Practicum Model of Teacher Professional Development in ICT." Journal of Educational Computing Research 32, no. 4 (2005): 341–51. http://dx.doi.org/10.2190/623g-mt8a-vc17-r1ta.
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The question of what makes for effective teacher professional development in ICT is an enduring one. In a recent study in Queensland (Australia), we visited 19 rural and regional schools and interviewed teachers, administrators and ICT coordinators to find that a school-based practicum was effective in impacting the practice and beliefs of individual teachers. This article, through reference to our field study findings and briefly describing four of its case studies, concludes that the practicum's success is related to the situative nature of this professional development. The findings of the study have implications for professional development programs aimed at increasing the use and integration of ICT in classrooms.
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Gelacio, Mary Jane O., and Sheena Mae T. Comighud. "Utilization of Information and Communication Technology (ICT) Resources." IJRDO-Journal of Educational Research ISSN: 2456-2947 5, no. 5 (2020): 1–20. https://doi.org/10.5281/zenodo.3865911.
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<em>This research used the descriptive method to determine the level of utilization of Information and Communication Technology (ICT) Resources in District 4 Public Elementary Schools of Bayawan City Division, Negros Oriental, Philippines for SY 2019-2020. The quantitative data were gathered from 73 research respondents comprised of school heads, ICT Coordinators, and teachers. Also, the researcher conducted a survey questionnaire. Descriptive method was used in this study. The statistical tools used in the analysis of the data were </em><em>percentage, mean, and weighted mean. The study found out that the level of </em><em>utilization of Information and Communication Technology (ICT) Resources in the School System</em><em> was “high” in terms of the following aspects: (a) equipment; (b) facilities; and (c) seminar and training activities. However, the </em><em>difference in the level of utilization of Information and Communication Technology (ICT) Resources in the School System in the aforementioned areas are not significant according to variables of age, civil status, average family income, and highest educational attainment.</em>
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Erlinda, A. De lira* Roland A. Niez. "UTILIZATION AND INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN THE SCHOOL SYSTEM: THE CASE AMONG THE SECONDARY SCHOOLS IN LEYTE DIVISION." INTERNATIONAL JOURNAL OF ENGINEERING SCIENCES & RESEARCH TECHNOLOGY 5, no. 5 (2016): 747–70. https://doi.org/10.5281/zenodo.51919.
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The main objective of this study aimed to determine the utilization and integration of information and communication technology in the school system among the secondary schools in Leyte Division during the school year 2010-2015. This study utilized the descriptive design which is appropriate to the questionnaire made as instrument for data gathering. The profile of the Department of Education Computerization Program is a major asset which became the core strength in its implementation since the respondents possessed the qualifications needed for them to implement, manage and operationalize the program, although in some aspects deficiencies was still present. The program components were on the average in terms of utilization as well as implementation. Conspicuously, it was implemented partially in that sense. Utilization of ICT resources is not equitable and it requires procedural and workable measures to improve implementation. Interestingly, monitoring and evaluation is carefully observed and therefore highly implemented. This should be sustained so utilization would be fully integrated in the education system. Some of the strategies were highly implemented and only in few areas that implementation was in the average level. The perceptions of the school administrators, ICT coordinators and teachers regarding the implementation of the program were in unison and that the implementation is still partial and in the average level. The schools through the leadership and initiative of school administrators should craft out mechanisms and interventions to effectively and efficiently utilize ICT technology and fully integrate it in the education system.
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Karadeniz, Şirin. "School Administrators, ICT Coordinators and Teachers’ Metaphorical Conceptualizations of Technology." Education 2, no. 5 (2012): 101–11. http://dx.doi.org/10.5923/j.edu.20120205.01.
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Pantzos, Panagiotis. "The integration of ICT in educational process in IB education—A comparative case study." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (2019): 192–204. http://dx.doi.org/10.18844/prosoc.v6i1.4170.
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This study aims to gain a deep understanding of international baccalaureate (IB) primary years programme (PYP) teachers’ perceptions about the use of information and communication technology (ICT) in IB PYP classes. Moreover, it seeks to critically identify the teachers’ barriers and needs in order to integrate ICT into teaching and learning. Following a qualitative comparative case study research design, semi-structured interviews were conducted with IB PYP teachers and coordinators in Sweden and Greece. Critical theory, critical pedagogy and critical theory of technology (CTT) were used as the theoretical framework for analysing teachers’ perceptions. From a critical point of view, the study reveals that deskilling of teachers, intensification of teachers’ work, low school’s financial budget, parents’ financial burden, commodification and privatisation of IB education are the fundamental factors that negatively intervene in teachers’ work in both schools and perpetuate the status quo of teaching and learning processes through integration of ICT.
 Keywords: International baccalaureate (IB), international and comparative education (ICE), integration of ICT, critical pedagogy, critical theory of technology (CTT).
 
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Mirzajani, Hassan, Mehraneh Delaviz Bayekolaei, Meysam Rajaby Kookandeh, Seyede Safoora Razzaghpoor Rezaee, Ali Akbar Kamalifar, and Hassan Razaghi Shani. "Smart Schools an Innovation in Education: Malaysian's Experience." Asian Journal of Education and Training 2, no. 1 (2016): 11–15. http://dx.doi.org/10.20448/journal.522/2016.2.1/522.1.11.15.
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According to the new environment created by the information period, training and learning new skills are being inevitable. Retraining the skills of group working to coordinate the information age has created special conditions for education. Smart schools are one of the strategies adopted by schools in response to today's modern needs. Smart schools are active for entrepreneurship, using modern methods to improve the quality of education, and training qualified people who at any time have the capability and efficiency of modern industry. The purpose of this study, is the use of ICT in Malaysian Smart School and comparing it with the Smart Schools in Iran. To conduct this study, library, documents, Web sites and electronic journals are available. The results of this study show that although there are significant differences between the education system and deployment of ICT in Iran with the standards in smart schools in leading countries like Malaysia, according to the original development of smart schools in Iran which has been adapted from Malaysia, recognizing the realities of this action in Malaysia, can be effective in the development of schools in the country and prevent indiscriminate development.
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M Owen, Susanne, Gerald White, Dharmaputra Taludangga Palekahelu, Dian T Sumakul, and Eko Sediyono. "Integrating Online Learning in Schools: Issues and Ways Forward for Developing Countries." Journal of Information Technology Education: Research 19 (2020): 571–614. http://dx.doi.org/10.28945/4625.
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Aim/Purpose: ICT integration into classroom pedagogical practices is considered an essential aspect of learning processes in developed countries but there are issues in developing countries regarding funding, infrastructure, access, and teacher skills and professional learning. This article presents some aspects of the findings of a study in one remote region within a developing country after the implementation of a widescale ICT initiative. This study investigates issues for implementing ICT in schools in relation to teacher and school leader attitudes, access and ICT use, and improvements needed in Papua which is one of the most remote regions of Indonesia. The paper frames these issues within the context of successful online learning initiatives in developing countries and foreign aid implementation literature, with these aspects being under-researched, especially in significantly remote developing country locations. Background: Developing countries like Indonesia have progressively introduced online learning into school management and classrooms within government planning frameworks and with initial support from foreign aid providers. While there is research available regarding ICT implementation in more urbanized contexts within developing countries, there is a gap in terms of large-scale research which is focused on more remote regions and is supported by foreign aid. Methodology: Mixed methods including surveys and interviews were used to investigate research questions concerning teachers’ and principals’ attitudes, ICT access and use, and perceptions about improvements needed. SPSS software was used for surveys and descriptive analysis, and interviews were analysed through manual coding processes. Contribution: ICT access and e-learning in schools are increasingly becoming relevant in developing country contexts, and this research paper is a preliminary large-scale study that makes a contribution through highlighting issues experienced in more remote locations. This includes specific internet and power issues and transport inaccessibility problems, which highlight the need for locally-based and ongoing coaching of teachers within schools and regions. The paper also draws on the literature about online learning in developing countries and foreign aid towards some possible success directions in isolated contexts, an under-researched area. The importance of education systems establishing ICT skills levels for students integrated across subjects, for well-coordinated planning involving partnerships with hardware and internet providers, as well as the need for school leaders being trained in establishing teacher peer support groups for ongoing coaching, are learnings for Papua and other remote locations from the comparative developing countries literature Findings: The findings highlight teachers’ and school leaders’ positive attitudes to ICT in education, although the results indicate that ICT was frequently applied for administrative purposes rather than for teaching and learning. Principals and teachers highlighted some improvements that were needed including systematic training in computer skills and professional learning about the integration of ICT with teaching and learning, especially in relation to pedagogical practices, as well as the need for improved infrastructure and equipment. Recommendations for Practitioners: The study highlights issues and potential success factors as evident in remote regions of developing countries that have achieved recognition for widescale ICT implementation in schools. This includes issues in relation to policy makers and education authorities working with foreign aid funders. Of significant importance is the need for coordinated and collaborative strategic planning including in relation to sustained professional learning towards student-oriented ICT pedagogies and skilling principals to establish a positive culture and teacher peer coaching. Particularly relevant to developing countries in remote locations is the importance of additionally addressing specific infrastructure and maintenance issues. Recommendation for Researchers: Regarding ICT and its use for student learning, more research is needed in developing countries and, in particular, in more remote locations where specific issues, differing from those encountered in capital cities, may be evident for teachers and principals. Impact on Society: Teachers and principals in remote locations of Indonesia such as Papua have generally positive attitudes about the benefits of online learning but need greater ICT access for students in the classroom and also professional development regarding pedagogical practices to support students in learning effectively through online processes. Future Research: Updated and more detailed comparative research with other developing countries, especially those with remote locations, would be beneficial to more comprehensively identify Papua’s current stage of development and to design appropriate future interventions.
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Jecha, Mzee Kheir, Haji A. Haji, and Omar Haji Kombo. "Investigating the factors contributing to an excessive number of students in primary schools using GIS technology: A case study of Zanzibar’s Urban West Region." Journal of Education For Sustainable Innovation 2, no. 2 (2024): 180–94. https://doi.org/10.56916/jesi.v2i2.996.
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ICT, or Information and Communication Technology, is a versatile technology that is used in various fields. In this context, the researcher delved into GIS and School Mapping. School mapping is the process of accurately locating schools on a map of a particular area. To achieve this, a GPS receiver is used to capture precise coordinates of each school location, which are then used to create a map. The schools themselves are treated as spatial data, meaning that they are referenced to specific locations on the earth. Spatial data typically includes information about the location and shape of features on a map, while attribute data provides additional details about those features. For example, the location of schools would be spatial data, while attribute data might include the name of the school, the level of education taught, and the school's capacity. This research aims to investigate the factors contributing to an increase in the number of students in schools using GIS technology in the urban west region of Zanzibar. The results of this investigation could help better understand the sources and impact of changes in the student population, as well as provide important information to policymakers and education planners looking forward to improve the education system.
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Pantelis, Pergantis. "A new era of ICTs for combating symptoms of neurodevelopmental disorders." World Journal of Biology Pharmacy and Health Sciences 18, no. 1 (2024): 036–47. https://doi.org/10.5281/zenodo.13709020.
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Information Communication Technology (ICT) is an umbrella definition, where the purpose of its creation and use is to facilitate communication, storage, and transfer of big data and the development and use of the technology that supports it. In contemporary research, several studies have observed attempts to incorporate them in populations with neurodevelopmental disorders (NDDs) to detect/assess, intervene, and improve deficits for the inclusion of these individuals in education and society. This review attempts to explore new universal and mainstream technology and to broaden and provide data for employing it in future research or intervention in the school setting as a complementary addition to education combating core symptoms of the three most recurring NDDs including autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD) and developmental coordination disorder (DCD).
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Samrat, Ray, Ghulam Muhammad, and Muhammad Adnan. "The Administrative Role of Principals: Insights and Implication in Secondary Schools Mardan District." journal of social sciences review 1, no. 1 (2021): 46–56. http://dx.doi.org/10.54183/jssr.2021.1.1.46.
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Secondary schools are educational establishments tasked with preparing students for postsecondary education and professional training. Principalsare the primary stakeholders entrusted with administrative positions in secondary schools to meet society's demands and provide quality education to students. The study aimed to examine the administrative function of principals in secondary schools in Mardan district, Khyber Pakhtunkhwa, Pakistan, in light of their organizational role at the secondary level. The study's goals were to look at the administrative position of secondary school principals and suggest methods for more effective secondary school administration. The research included 100 government male high school principals from the Mardan district. A reliable instrument was developed, validated, andpilot tested. The information was gathered using a unique administration instrument and evaluated using mean scores, standard deviation, and the chi-square test. The study discovered that principalsplay a primarily administrative function in high school administration. They develop the school's vision and mission, provided school facilities, organize the teaching-learning process, plan co-curricular activities, supervise school activities, identify students' needs and demands, maintain the school's records, ensure financial management, collaborate with parents and society, coordinate with educational authorities, track, and evaluate the school's activities. For effective secondary school administration, the study proposed providing instruction for new principals at the time of admission and capacity building for current principals in financial management, record keeping, staff management, service law, and ICT skills.Keywords:administrative role, Mardan, Pakistan, principals, secondary schools
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Lomantas, Christopher, and Wilfred Bidad. "Assessment on the Implementation of Transition Program Skills Packages Among Learners with Autism in SOCSARGEN." International Journal of Open-access, Interdisciplinary and New Educational Discoveries of ETCOR Educational Research Center (iJOINED ETCOR) 4, no. 2 (2025): 18–32. https://doi.org/10.63498/nxz2st251.
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Abstract Objectives: This study assessed the implementation of transition program skills package for students with autism in public secondary schools in the Province of South Cotabato, Sarangani Province, and General Santos City (SOCSARGEN), Philippines. It looks forward to learning from the experience of its learners and stakeholders in order to improve the K to 12 Transition Curriculum for learners with disabilities in particular for those with autism spectrum disorder (ASD) so that this curriculum is pertinent and effective in preparing them for life post-school. Methodology: Utilizing the principles of the Social-Ecological Systems Theory (SEST) and the Input-Process-Output model, this research employed a sequential explanatory mixed-methods design. The quantitative strand consisted of 32 students from nine SOCSARGEN public schools in the school year 2022-2023, and the qualitative strand accessed the perceptions of eight learners with autism as key informants and 18 stakeholders through focus group interviews in rural and urban areas. Results: Outcomes reveal that the implementation of skills packages was moderately satisfactory, with teacher competence and stakeholder cooperation being its strengths. Teachers exhibited high competencies in the provision of skills training, with cooperation from parents, local industry, and government entities assisting in supporting program implementation. Deficiencies were seen in alignment of curriculum, methodologies for assessing learners, and availability of necessary resources like ICT tools and practical training facilities. Limited availability of assistive technology, out-of-date learning content, and lack of adequate exposure to work environments inhibited the full potential of the program. Stakeholders highlighted the demand for improvement in curriculum, improved financing, and better coordination with training schools to enable easier transition for learners into employment or further learning. Conclusion: The transition program skills packages for students with autism had moderate success, with positives in teacher competence and stakeholder engagement. Gaps still exist in learner profiling, curriculum relevance, ICT equipment, and on-the-job training. It is important to develop TESDA coordination, ICT accessibility, funding, and industry linkage. Future studies must investigate resource accessibility, cultural sensitivity, and curriculum flexibility to enhance learners' employability and independent living. Keywords: Autism spectrum disorder (ASD), transition program, skills packages, learners’ experiences, stakeholder collaboration, educational assessment, mixed-method research
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Garge, Vijay Ramesh, and Dr. Rahul Anant Kulkarni. "A Systematic Study of Human Resources Efficiency, e-Readiness, and Frequency of using e-Governance in Education at Rural and Urban Areas with Special Reference to Jalgaon District, Maharashtra." International Journal of Advance and Applied Research 11, no. 3 (2024): 310–15. https://doi.org/10.5281/zenodo.13757453.
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<strong>Abstract</strong> A country's social and economic progress hinges largely on its people's access to vast areas of knowledge through modern learning channels. It is essential to ensure that the education sector evolves with the times. However, India's education sector, particularly higher education, is often criticized for being overly regulated and under-governed. E-Governance, or electronic governance, involves utilizing Information and Communication Technology (ICT) to carry out governmental functions and achieve desired results. With the increasing complexity of governance and rising public expectations, e-Governance has become vital. The digitalization of governance ensures that government initiatives are timely and efficiently reach the people. This study explores the efficiency of human resources, e-readiness, and the frequency of e-Governance use in education in rural and urban areas, focusing on the Jalgaon District in Maharashtra. The study finds that many respondents recognize the usefulness of ICT in enhancing coordination. However, some uncertainty or lack of consensus exists. e-Governance can improve transparency, speed up information dissemination, and enhance administrative efficiency and public services across all aspects of education.
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Samrat, Ray, Ghulam Muhammad, and Muhammad Adnan. "The Administrative Role of Principals: Insights and Implication in Secondary Schools Mardan District." Journal of Social Sciences Review 1, no. 1 (2021): 46–56. http://dx.doi.org/10.54183/jssr.v1i1.13.
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Secondary schools are educational establishments tasked with preparing students for postsecondary education and professional professionals for professions. Principals are the primary stakeholders entrusted with administrative positions in secondary schools to meet society's demands and provide quality education to students. The study aimed to examine the administrative function of principals in secondary schools in Mardan district, Khyber Pakhtunkhwa, Pakistan, in light of their organizational role at the secondary level. The study's goals were to look at the administrative position of secondary school principals and suggest methods for more effective secondary school administration. The research included 20 government male high school principals from the Mardan district. Easy random sampling was used to pick the study sample of 100. A reliable instrument was developed, validated, and pilot tested. The information was gathered using a unique administration instrument and evaluated using mean scores, standard deviation, and the chi-square test. The study discovered that principals play a primarily administrative function in high school administration. They develop the school's vision and mission, provided school facilities, organize the teaching-learning process, plan co-curricular activities, supervise school activities, identify students' needs and demands, maintain the school's records, ensure financial management, collaborate with parents and society, coordinate with educational authorities, track, and evaluate the school's activities. For effective secondary school administration, the study proposed providing instruction for new principals at the time of admission and capacity building for current principals in financial management, record keeping, staff management, service law, and ICT skills.
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Waldopo, Waldopo. "SUMBANGAN TIK DAN PELATIHAN PEMANFAATANNYA TERHADAP PENINGKATAN NILAI UN PROPINSI MALUKU CONTRIBUTION OF ICT AND ITS UTILIZATION TRAINING TO INCREASE THE NATIONAL EXAMINATION VALUES IN MALUKU PROVINCE." Jurnal Teknodik 17, no. 3 (2019): 029. http://dx.doi.org/10.32550/teknodik.v17i3.560.
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Sebagai negara kepulauan yang tempat tinggal penduduknya tersebar di banyak pulau, keberadaan TIK untuk pendidikan mutlak diperlukan. Untuk kepentingan tersebut Pusat Teknologi Informasi dan Komunikasi (Pustekkom) diberi amanah untuk mengelola dan mengkoordinasikan pemanfaatan TIK untuk pendidikan. Sejak tahun 2008 Pustekkom telah memberikan fasilitas TIK untuk pembelajaran yang berupa bandwidth gratis melalui Jejaring Pendidikan Nasional (jardiknas) kepada lebih dari 16.000 sekolah SD, SMP, SMA dan SMK di Indonesia, dan secara bertahap memberikan pelatihan bagi para guru di sekolah tersebut dalam memanfaatkan TIK untuk pembelajaran. Masalahnya “apakah fasilitas TIK dan pelatihan guru tersebut memberikan kontribusi terhadap peningkatan nilai UN SMP dan SMA khususnya di Propinsi Maluku. Untuk menjawab pertanyaan ini, dilakukan penelitian dengan cara membandingkan nilai UN pada pereode sebelum diberikan fasilitas TIK yaitu tahun 2005-2007 dengan pereode setelah diberikan fasilitas TIK, yakni tahun 2008-2011. Pengambilan sampel dilakukan dengan menggunakan teknik proportional stratified random sampling. Perbedaan rerata dari hasil UN antara sebelum dengan sesudah diberikan fasilitas TIK diuji melalui Uji-t dengan menggunakan taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa terdapat peningkatan nilai UN yang signifikan untuk seluruh mata pelajaran yang di UN-kan. Peningkatan nilai UN diduga karena pengaruh TIK dan pelatihan guru dalam pemanfaatan TIK untuk pembelajaran. Dari hasil penelitian ini disarankan agar pemerintah secara terus menerus meningkatkan pemberian layanan TIK ke sekolah-sekolah lainnya di Indonesia, sekaligus memberikan pelatihan pemanfaatan TIK untuk pembelajaran kepada guru-gurunya. As an archipelagic country, where people live in many islands, the presence of ICT for education is absolutely necessary. For this purposes, The state of Republic Indonesia through the Ministry of Education and Culture was given the mandate to The Center of ICT for Education (Pustekkom) to manage and coordinate the using of ICT for education. Due to, since 2008 Pustekkom has provided ICT facilities (in the form of free bandwidth) via the National Education Network (Jardiknas) program to more than 16,000 schools: Secondary School (SC), Senior High School (SHC) and Vocational School (VC) especially in Maluku Province , and gradually trained teachers in schools in the using of ICT for learning. The problem is “whether ICT facilities and teacher training contributed to an increase in the National Examination value of SC and SHC”. To answer this question, the research done by comparing the value on before being awarded the ICT facilities in the years of 2005-2007 period with after being given of the ICT facilities, the years of 2008-2011 period. Sampling was done using proportional stratified random sampling technique. The difference of between average the period tested by t-test using the significance level of 0.05. The results showed that there were significant increasing the value of the National Examination for all subjects tested. Increasing the value of National Examination allegedly under the influence of ICT facilities and teacher training in the using ICT forlearning. From the results of this study suggested that the government is continuously improving ICT services to all schoolin Indonesia and providing training to teachers on ICT for education/learning.
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McGarr, Oliver, and Adrian McDonagh. "Examining the role of the ICT coordinator in Irish post-primary schools." Technology, Pedagogy and Education 22, no. 2 (2013): 267–82. http://dx.doi.org/10.1080/1475939x.2012.755132.
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Mabitle, Kagisho, and Elmarie Kritzinger. "Predicting Schoolteachers' Intention and Behaviour of Promoting Cyber-Safety Awareness." International Journal of Information and Education Technology 11, no. 3 (2021): 119–25. http://dx.doi.org/10.18178/ijiet.2021.11.3.1499.
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School learners are attractive candidates for cyber-safety attacks. Advances in Information and Communications Technology (ICT) devices, and the surge in Internet usage, poses significant risks to users with poor cyber-safety awareness and security practices. An example of such users are school learners. Therefore, school learners should be made aware of cyber-safety or safe Internet usage, through awareness programmes as early as possible. Applying the classical Theory of Planned Behaviour in a survey of 109 schoolteachers across 18 schools in 2 districts, the results of a multiple regression analysis unveil that: 1) attitude does not predict the schoolteachers’ intention to raise cyber-safety awareness at their schools in the next 12 months, nor does it predict the schoolteachers’ behaviour of raising cyber-safety awareness in their teaching; and 2) subjective norms and perceived behavioural control predict the schoolteachers’ intention and behaviour. In light of this, the South African Department of Basic Education (DBE) is encouraged to identify influential schoolteachers (i.e. phase heads, sports and cultural coordinators, principals and their deputies, etc.), and to groom them into cyber-safety awareness advocates, for the purposes of influencing other teachers or their peers. Also, the DBE should provide teachers with the requisite resources, opportunities, and support which facilitates cyber-safety awareness in schools, to empower teachers to adopt this highly desired behaviour.
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Umar, Irfan Naufal, and Fenk Khasraw Hussin. "ICT Coordinators’ Perceptions on ICT Practices, Barriers and its Future in Malaysian Secondary Schools: Correlation Analysis." Procedia - Social and Behavioral Sciences 116 (February 2014): 2469–73. http://dx.doi.org/10.1016/j.sbspro.2014.01.593.
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Mustafa, Mehmood. "Building a Digital Learning Culture; Strategic Educational Leadership in Smart School Ecosystems." Journal of Research in Educational Management 4, no. 1 (2025): 12–21. https://doi.org/10.71392/jrem.v4i1.88.
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In the era of rapidly evolving educational technologies, strategic leadership plays a crucial role in cultivating a sustainable digital learning culture within smart school ecosystems. This study aims to investigate how educational leaders in Pakistani schools navigate the challenges and leverage opportunities in building a digitally enriched learning environment. Employing a qualitative case study approach, data were collected through semi-structured interviews with principals, ICT coordinators, and teachers in five smart schools across three major cities in Pakistan: Lahore, Islamabad, and Karachi. Thematic analysis revealed four key leadership strategies contributing to digital transformation: vision-driven leadership, capacity building through continuous professional development, infrastructure mobilization, and fostering digital citizenship among students and staff. The findings highlight that strategic alignment between policy, pedagogy, and digital innovation significantly enhances school readiness for smart learning integration. However, systemic constraints such as inequitable access to devices, digital literacy gaps, and resistance to pedagogical change remain key barriers. This study contributes to the growing discourse on digital leadership by offering a contextualized framework for educational leaders in developing countries. The paper concludes with policy recommendations for building resilient digital learning ecosystems through adaptive leadership, stakeholder engagement, and inclusive digital planning.
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Avidov-Ungar, Orit, and Limor Hanin-Itzak. "Sense of Empowerment Among School ICT Coordinators: Personal, Subject-Area and Leadership Empowerment." Technology, Knowledge and Learning 24, no. 3 (2017): 401–17. http://dx.doi.org/10.1007/s10758-017-9346-8.
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Warsinah Warsinah. "Sosialisasi Penggunaan Media Pembelajaran Pohon Angka Berbasis ICT Bagi Guru-Guru di SD Negeri 1 Kualasimpang." Jurnal Kabar Masyarakat 1, no. 2 (2023): 214–18. http://dx.doi.org/10.54066/jkb.v1i2.1546.
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In essence, elementary school phase A is a place where children play while studying or learn while playing. Therefore, every lesson must be fun and appropriate to the child's growth and development stage. One way that teachers can do this is by using ICT-based number tree media. The benefit of number tree media is that it sharpens children's brains, here it can be seen when children arrange numbers according to their sequence, training eye and hand coordination. Along with developments in the times and future education, the use of ICT must start from early childhood. Mastery of ICT should also be the basic essence of filling a life that is growing and developing. For this reason, phase A elementary school teachers should adhere to the principles of early childhood education in designing teaching development programs that involve ICT. In this service activity, the problem is the low understanding of teachers at SD Negeri 1 Kualasimpang regarding the use of ICT-based learning media. The solution provided by the service team is the socialization of the use of ICT-based number tree learning media. The result of this service is that there is an increase in knowledge for teachers regarding the use of ICT-based number tree learning media.
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Hikmawati, Hikmawati, Julia Izni Malika, Firda Aprilia Insani, Nur Rahmah, and Paramita Suhartanti. "Melatih keterampilan siswa SMP dalam menggunakan Microsoft Office dan PhET." Unram Journal of Community Service 2, no. 4 (2021): 105–10. http://dx.doi.org/10.29303/ujcs.v2i4.154.
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Skills in running computer programs are important for students so that they are able to learn and work in accordance with developments in technology, information, and communication. The purpose of this community service activity is to train junior high school students' skills in using Microsoft Office and PhET. This activity was carried out at SMPN 19 Mataram for 8 weeks, starting from September 27 to November 21, 2021. This activity is part of the Campus Teaching Program Batch 2. The methods of implementing the activities are: planning, implementing, and evaluating activities. At the activity planning stage, the team coordinated and discussed with supervisors, subject teachers (ICT and Science), and school principals. At the activity implementation stage, the team trained students in using software applications, namely Microsoft Office and PhET. Applications in Microsoft Office that are chosen to be trained to students are Excel, Word, and PowerPoint. Meanwhile, PhET Simulation taught to students is the topic of Static Electricity. The training schedule for Microsoft Office uses ICT subject time, while for PhET uses Science subject time. At the activity evaluation stage, the team together with the supervisors identify the obstacles experienced and the improvement efforts made every week. The team also coordinated and discussed with ICT subject teachers, science teachers, and school principals about the follow-up plan of the training activities. The training provided by the team on technology adaptation in the form of using software applications has improved the skills of junior high school students in using computer programs, namely Microsoft Office and PhET.
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Katitia Melita David, Edward Tanui, and Florence Oruta. "Determining the extent of ICT implementation and use in financial management of Secondary Schools in Kajiado County, Kenya." Editon Consortium Journal of Business and Management Studies 1, no. 1 (2019): 18–27. http://dx.doi.org/10.51317/ecjbms.v1i1.45.
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The objective of the study was to determine the extent of ICT implementation and use in financial management of Secondary Schools in Kajiado County, Kenya. Descriptive survey design was adopted for this study. The target population for this study was the 61 public secondary schools’ principals, 1220 teachers, 610 students, 25 ICT teachers, 6 Sub-county Directors of Education in the 6 Sub-counties and 1 County Director of Education in Kajiado County. The study used 30% of the accessible population as sample size. The sample size for this study was 18 principals, 366 teachers, 8 ICT teachers,183 students, 2 Sub- county Directors of Education and 1 County Director of Education. This study used questionnaires, Observation schedules and interview schedule as tools for data collection. The questionnaires were administered to Principals, teachers and ICT coordinators while interview schedules were administered to the students, Sub-county Directors of Education and the County Director of Education. The pilot test was carried at the schools with similar characteristics to those sampled through random sampling. Instrument reliability was determined through test- retest method. Cronbach alpha was used to test the internal reliability of the measurement instrument. The study concluded that most of the public secondary schools in Kajiado County had not embraced ICT in various areas of administration. Based on the findings, the study recommends that proper technology should be put in place by purchasing of the required ICT facilities in schools to enhance management of schools using the current technology.
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Khurram, Muhammad, and Carlos C. Bazan. "ICT Proficiency Levels of Canadian University-Level Business School Graduates: Representations of Graduates and Employers." Journal of Business Administration Research 10, no. 2 (2021): 73. http://dx.doi.org/10.5430/jbar.v10n2p73.
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This study examines the perceptions of Canadian business school graduates’ and employers with respect to business graduates’ ICT proficiency levels. Twelve (12) business graduates from a Canadian university and six (6) local employers were interviewed on a range of topics relating to the acquisition of information and communications technology (ICT) skills and graduate competency levels. Graduates were positive in their self-appraisal of computing proficiency and expressed high levels of confidence in their ICT capabilities, while the acquisition of these skills was found to be primarily learned informally, self-taught, or learned during work terms. Generally, employers felt that the ICT competencies of business graduates the skills they need for the workplace are appropriate, but indicate that some specialized ICT skills are acquired through workplace orientation and ongoing professional learning. Graduate skill deficits were found to be more prevalent in the areas of writing and communication – including spelling, grammar, and business writing. Research findings suggest some misalignment between employer expectations and program objectives and raise questions about a potential gap in the readiness of graduates for the workplace. Although there is wide recognition that the primary aim of university business degree programs falls outside of ICT skill development, this research suggests a need for better coordination to align the needs and expectations of employers with the goals and objectives of business programs. Strategies for greater collaboration between business faculties and employers, with regard to business graduates’ ICT and other key competencies are suggested.
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Espuny, Cinta, Mercè Gisbert, Juan González, and Jordi Coiduras. "Los seminarios TAC. Un reto de formación para asegurar la dinamización de las TAC en las escuelas." Edutec. Revista Electrónica de Tecnología Educativa, no. 34 (December 20, 2010): a146. http://dx.doi.org/10.21556/edutec.2010.34.420.
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En este artículo se presentan parte de los resultados obtenidos en una investigación realizada desde el Centro de Recursos Pedagógicos del Baix Ebre (Tarragona) sobre el nivel de implementación de las TIC en las escuelas públicas de la comarca. Se analizan los seminarios de formación TIC destinados a los/las coordinadores TIC de centro y se aportan unas consideraciones necesarias para dinamizar la formación. The challenge of ICT seminars: how to train for ensuring the dinamization of ICT at schoolsAbstract This paper shows part of results of an investigation made from the Learning Resource Centre of Baix Ebre (Tarragona, Spain) about the level of ICT implementation in our district public schools. From there, we analyze the ICT training seminars we offer for ICT center coordinators and provide some considerations in order to boost their training.
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Lai, Kwok-Wing, and Keryn Pratt. "Information and communication technology (ICT) in secondary schools: the role of the computer coordinator." British Journal of Educational Technology 35, no. 4 (2004): 461–75. http://dx.doi.org/10.1111/j.0007-1013.2004.00404.x.
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