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Malcalm, Ebenezer. "Ghana's Educational Policymakers and Their Impact on Information and Communication Technology Education: A Case Study of a Ghanaian Model Senior High School." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1331065342.
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Farmery, Ruth. "The integration and use of ICT across the secondary school." Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/74065/.
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Many different technologies are available to support teaching and learning in schools and their role is a key topic for debate in contemporary education (Selwyn, 2011b; Lankshear & Knobel, 2006; Collis & Moonen, 2001). Evidence shows that although some technologies are adopted and used successfully within schools, others are not (Straub, 2009). This study was conducted in a technologically-rich secondary school where first-order barriers (Ertmer, 1999) were not expected to affect the use of ICT, and yet there are problems with the adoption of ICT across the curriculum. This study has followed two separate but connected lines of inquiry – how second-order barriers affect the integration and use of ICT and how ICT is used in practice. This includes the roles of the teacher, students and managers in terms of delivery and provision (Moyle, 2006; Eynon, 2010; Wastiau et al, 2013), with a particular focus on the implementation and use of a VLE and e-portfolios for end of Key Stage 3 assessment (Stefani et al, 2007). Following a case study methodology, the research investigated the use of technology within a large secondary school in the South West of England. Data were gathered through the use of VLE logs, questionnaires and group interviews with Year 9 students, questionnaires and interviews with staff, and document analysis of lesson planning and the e-portfolios created by these students. The data shows that, despite good technology provision and access to resources, ICT use is variable within and between departments and despite the SLT vision for student-centred use of ICT, its use is mainly teacher-led. Issues such as how differences in understanding and interpretation of policy between SLT and teaching staff affect ICT use in practice and how teachers’ beliefs affect their practice are identified. By considering the role of second-order barriers on the integration of technology, the research examines the ‘messy realities’ of technology use in education. The key findings show the importance of the SLT and how their practice is central to implementing their vision for ICT use, the importance of the ICT department in supporting development of practice across the curriculum and how teachers’ beliefs about students’ home use of ICT affects their practice.
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Alharbi, Eid. "A study on the use of ICT in teaching in secondary schools in Kuwait." Thesis, Cardiff Metropolitan University, 2014. http://hdl.handle.net/10369/5675.
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Over the past few decades, information and communications technology (ICT) has become gradually more important to schools and universities. There are wide of research exists to explore and study the use of ICT in the process of learning and teaching in secondary schools. This research examines how ICT is applied in the classroom of Kuwaiti schools from the perspective of students, teachers and decision-makers. Based on four fundamental research questions, the aim is to analyse the level and impact of ICT on teachers‟ pedagogy, the students‟ perception of ICT use in the classroom and to seek out any fundamental differences in public and private education, as well as across genders. The research adopted a mixed-methods approach to data gathering, using questionnaires and semi-structured interviews to gather data from students, teachers and policy-makers in Kuwait. The evidence was then analysed based upon the original research questions outlined. The results show a sporadic use of ICT in Kuwaiti secondary schools and suggest that when employed, evidence is mixed as to whether there is indeed a positive or negative impact from ICT use. The research does suggest there is capacity in the skills of teachers and students to employ ICT effectively, at least on a fundamental or technical level. There remains a significant gap between possessing these schools and applying them in the school setting. Alongside this, there is some support and recognition of the benefits associated with ICT use, and there are some teachers who recognise the importance of ICT in developing more constructivist methods in the classroom. The research therefore implies both a potential failure of Government and the profession itself to effectively implement ICT in the Kuwaiti classroom.
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Makoza, Frank. "The impact of ICT use on livelihoods of microenterprises : case of South Africa." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11089.
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Ngo, Fung-ping. "An investigation of teacher stress in the use of ICT in Hong Kong primary schools." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40039870.
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Ngo, Fung-ping, and 敖鳳萍. "An investigation of teacher stress in the use of ICT in Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40039870.
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Sonkwala, Mzikayise Richard. "The extent of the use of ICT in schools in the Nelson Mandela Bay area." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1012284.
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It is the 21st Century and the world is a global village. The development of technology like Information and Communication Technology (ICT) has thus become the dominant means of communication. Education has not been left out of this wave of change. In many countries Information and Communication Technology (ICT) has a clear impact in the development of educational curriculum. This cannot be said about South Africa where huge disparities in terms of ICT related resources still exist. There is a range of uses of ICT in South African schools and it varies according to the economic and social conditions where that school is located. For example, the former Model C schools are well-resourced in terms of computers and access to internet whilst township schools lack these resources. In township schools very few students are exposed to computers due to the limited number of computers and lack of properly qualified educators in the field of ICT. In the Nelson Mandela Bay area township schools only offer CAT (Computer Applications Technology) as an ICT related subject whilst the former Model C schools offer CAT and IT (Information Technology).This treatise attempts to show the digital divide that still exists between a former Model C school and a township school, and the impact it has in quality of education in these schools.
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Agiorgitis, Georgios. "ICTs use in the public Greek Primary Schools: the teachers' experiences." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68717.
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Education is a sector that has the potential to become a critical area of action for the full exploitation of ICT. Educational systems of developed and developing countries have an ever-increasing tendency to apply ICT to education, in an attempt to prepare their students for the future's society. This thesis attempted to explore what kind of ICT is used in the Greek Primary Schools and develop an understanding on the relationship between the ICT and the teachers. The philosophical background is post-phenomenology and the methods chosen for collecting data for this research are policy document analysis and interviews. The empirical findings show that various ICT are being used in the classrooms of the Greek Primary Schools, others widely and others occasionally. The research compares the legal framework revolving around ICT in Primary Schools in Greece, with the teachers' own experiences and shows that the guidelines suggested by the Greek Ministry of Education cannot be followed easily, due to economical and pedagogical reasons. It also investigates the ICT's effects on the teachers and the students through the teachers' own words and perceptions. The effects are mostly positive, there are mentioned however, some negative ones to take into consideration. Finally, the research presents a number of sectors where the participant teachers suggested there is room for improvement. By comparing the legal framework with the situation in the Primary Schools, this research adds a new perspective to the previous literature. The findings show that the current situation can be improved and the teachers' statements may trigger further research.
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Koranteng, Kesewaa. "Access and use of information and communication technology for teaching and learning amongst schools in under resourced communities in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1353.
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Thesis (MTech(Information Technology)) --Cape Peninsula University of Technology, 2012Due to the legacy of apartheid South Africa is facing developmental discrepancies with inequalities between the advantaged few in the more urban areas and the disadvantaged majority in the rural areas. With quality education being key, not only to the success of an individual but of a country’s development, efforts have been made to ensure equal access for all. ICT is seen as a key enabler to this end. The study investigated the status of ICT deployment and its integration into curricula in schools. The objective was to understand the factors affecting the efforts to achieve successful implementation of ICT integration into schools in underdeveloped areas, to understand the challenges that exist and ultimately, to inform solutions. A qualitative study was conducted, using a case study method. A purposive sampling method was used to select population elements; educators and school coordinators of ICT programs in Western Cape schools (i.e. Kulani Secondary, Sithembele Matiso Secondary, Macassar Secondary and Marvin Park Primary). To gain an understanding of the status quo, literature was explored and semi-structured interviews were conducted with ICT coordinators and educators within the 4 sampled schools. Activity theory was used to provide an analytical framework for the study. Through this framework the aims and objectives of the study were conceptualized and summarized to form a graphical representation of the phenomena under study. In spite of efforts to ensure universal access to ICT, the findings indicate that the status of ICT deployment and its integration into school curricula is far from favourable in underdeveloped schools.
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Syfers, Benjamin Jerome. "The pedagogical use of ICT in grade eight natural science classes in South African schools / Jerome Benjamin Syfers." Thesis, North-West University, 2010. http://hdl.handle.net/10394/8301.
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Traditionally schools in the South African education system follow a paper-based approach. lCT use as teaching and leaming tool expanded in developing countries during the last decade, especially with regard to pedagogical practices in educational environments. The aim of this study was to investigate the lCT pedagogical practices of science teachers in grade 8 classes through a SD analysis se of the
Second Information and Technology in Education Studies (SITES) 2006 data. South African science teachers formed the basis of the dataset for this study. Questionnaires were submitted to grade 8 science teachers of approximately 504 South African schools. During October 2006 the data was collected through a stratified and randomly selection method. In this SDA the pedagogical use of lCTs in grade 8 science education was explored by means of percentages and frequencies. Spearman's effect sizes were used to identify meaningful correlations between variables in an attempt to determine the contribution of lCT towards science education. The study found that the pedagogical uses of lCT in grade 8 natural science can contribution towards science education although the pedagogical uses of leT are way below the expected standard. Results indicate that there are strong practically significant correlations between leT skills and specific abilities and skills (i.e. learning motivation, learn at own pace, communication skills, info handling skills, collaborative skills and self-esteem) that narrow the achievement gap experienced in science education in South Africa. Promotion of these abilities and skills with the support of lCT skills indirectly narrow the achievement gap that may be associated poor grade 12 science learners. Finally a framework is proposed which apply lCT skills to address the abilities and skills (i.e. learning motivation, learn at own pace, communication skills, info handling skills, collaborative skills and self-esteem) that can narrow the achievement gap, experienced in grade 8 natural science. Although this study focused on grade 8 natural science, lCT skills can possibly be used to narrow the achievement gap for all school science curricula in South African schools.Thesis (M.Ed. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011
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Ngololo, E. N. (Elizabeth Ndeukumwa). "An evaluation of the implementation of ICT policy for education in rural Namibian schools." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24841.
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Many governments across the world have invested a lot of resources in information and communication technology (ICT) development with an aim to enhance teaching and learning using technology in schools. New educational ICT policy issues emerged and new patterns of ICT related practices are observable in education. This initiative has necessitated the development of National ICT Policies that will guide the implementation process in schools. Namibia has adopted the National ICT policy for Education in 2005 and the National ICT Policy Implementation Plan in 2006. Since the adoption no study was done to evaluate the implementation process, especially in rural schools where the teaching has been proven difficult. This study evaluates the implementation of the National ICT Policy for Education in Namibian rural junior secondary schools, especially in science classrooms. The thesis is a mixed methods study, undertaking survey and case studies. The study was conducted in the three educational regions, namely, Ohangwena; Oshana; and Oshikoto in Northern Namibia were 163 schools were sampled. The purpose of the study was to describe how ICT is being implemented in science classrooms and also explore factors that affect ICT implementation in rural schools. The study’s findings indicate that the rural schools in Namibia are in the initial phase of ICT implementation. ICT use and pedagogical use is low due to lack of professional development courses, pedagogical support and lack of ICT related resources. However, the few schools with high pedagogical use of ICT have shown an entrepreneurial leadership style and vision of the science teachers. The relational analysis suggests three main predictors of ICT implementation in rural schools. These findings were confirmed through case studies of successful schools. In addition, the findings were legitimised by the participants of the ICT use conference. The Kennisnet model (2009) was adopted and adapted as a conceptual framework for this study. The Howie model (2002) provided the frame within which the structure of input, process and outcome could be identified. The data was consistent with the adapted Kennisnet model (2009) and added five more constructs namely, entrepreneurial leadership, science curriculum goals, entrepreneurial science teachers’ vision, general use of ICT. The general use of ICT and attitudes of the science teachers influences the pedagogical use of ICT as added to the Howie model (2002). The results of this research suggest ways to improve the pedagogical use of ICT in rural schools; enable policymakers to make informed decision about resource allocation to the rural schools; and on teacher professional development in order to improve the current rural situation regarding ICT use.Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Mireku, Akosua Agyakoma. "The impact of Information and Communication Technology (ICT) on effective teaching of environmental education in rural high schools." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/5675.
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Information and Communication Technology (ICT) has become commonplace entities in all aspects of life. Over the past twenty years, the use of ICTs has drastically changed the procedures of almost all forms of endeavour within business and governance. Additionally, throughout the world there is an awareness of the fundamental role of new ICTs in the field of education. Education is a socially oriented activity, and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to learner-centred learning settings. With the world moving rapidly into digital media and information, the role of ICT in education and the influence of ICT in schools cannot be overemphasised as its utility is changing the way learners learn, teachers teach, and how it supports staff work. Whilst ICT is fully integrated into many schools in the urban areas of South Africa, regrettably the same cannot be said about rural high schools. This has created a digital division between rural and urban high schools. Most of these rural high schools still do not have access to these technological tools and educators have not been given the professional training for them to integrate ICT in their lessons. This study explores the effectiveness of integrating ICT into teaching of Environmental Education in selected rural high schools. The quantitative study adopted survey research design with sample randomly selected for the study. From the findings, it can be concluded that integrating ICT in education cannot be comprehended by exploring the pedagogical orientations at play in the teaching and learning situation. It becomes the basis that teachers use ICTs to achieve the determined goals.
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Abbasi, Salma. "Women and ICT in Muslim countries : policies, practices and challenges." Thesis, Royal Holloway, University of London, 2012. http://repository.royalholloway.ac.uk/items/5d56f72f-4ce5-4a5f-7196-22bc9ff0bec1/7/.
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This thesis explores the challenges and barriers that influence women's engagement with ICTs in Muslim countries, particularly in Pakistan. It examines the extent to which ICT policies, plans and strategies for 24 countries refer to women, and the implications that this has for their experience of ICTs. It analyses the cultural and social constraints on women's engagement with ICTs. Empirical research was conducted in five regions of Pakistan using documentary analysis, interviews, focus groups and questionnaires. The research shows that involving women in the ICT policy formulation process does not necessarily guarantee effective and inclusive ICT policies. Supporting Thas et al. (2007) and Chowdhury and Khanam (2005) it suggests that women from diverse sections of society with real knowledge of cultural and social contexts need to be involved in policy making if it is to be of benefit to women. Building on the work of Wanasundera (2006) and Hafkin (2002), the research suggests that ICT policies cannot be gender-neutral in countries such as Pakistan, where prevailing patriarchal social structures limit understandings of the constraints faced by women in effectively utilising ICTs in their individual and collective interests. The use and impact of ICTs depends greatly on class, education and geographical location (Gurumurthy, 2004; Jorge, 2002). ICT policies/programmes appear to cater mainly for the needs of wealthy, upper and middle class educated urban women. Thus ICTs have negligible benefits for the lower class poor, uneducated rural women (Arun et al., 2004). This research also highlights critical gaps in our understanding of the interface between ICTs, women and development (Momsen, 2004). Women face a wide range of social barriers in their use of ICTs, based on their environments, immersed in tradition and cultural norms. This research identifies substantial barriers that appear to be unaddressed in the design of ICT projects and guidebooks.
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Field, M. H. "How do cultural expectations impact on the use of ICT for second language learning university students in Japan?" Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599007.
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There was a need to consider the use of ICT for second language learning in other cultures. In this study, Japan was chosen because it provided a rich context where cultural obligations have been demonstrated to be paramount in face-to-face interactions and questions about those expectations were investigated when using ICT in second language university classrooms. In that respect, the variables culture, ICT and language needed to be examined through a paradigm that could capture the subtle nuances of the interactions and sociological holistic methodology provided the optimal framework. During fieldwork, factors highlighted that the variable culture was a major component influencing the study at all levels. Two related, though distinct, cases were examined at two universities in Japan. The data from the first study highlighted patterns and developed a hypothesis, which was tested in the second case. The results focus primarily on the cultural factors that influence language learning and use through ICT for Japanese university students. Results suggest that ICT may be providing new ways to communicate for some; however, irrespective of the language used for communication, students attempt to use strategies rooted in the expectations of the first language culture. The degree to which students can express personal opinions and values in the ICT environment was found to be related to the perceived degree of freedom from first language cultural obligations. Some of the claimed benefits of ICT in language education were not substantiated as students were experiencing competing demands on their learning repertoire. It was also found that the degree of truth and importance students attributed to the ICT event, which was hypothesized from a matrix of cultural variables, influenced the degree to which the language used and learnt within ICT would be supported in other cultural events.
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Bish, David William. "Increasing the impact of ICT in language learning : investigating the effect of teachers' ownership of microblending CALL in the classroom within the WST model of ICT use." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33190.
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This thesis aims to address why the adoption of CALL (Computer Assisted Language Learning) within the language classroom is so varied, and its success so unclear, despite fifty years of investment and research. The huge promise of ICT (Information and Communications Technology) driven results has created an imbalance in language teaching, where initiatives are brought about from outside the classroom, with teachers held accountable for their adoption. My reading of the literature is that lack of consideration of the teacher’s role in implementation of classroom technology has led to mismatched expectations and performance. If the nature of the teacher’s contribution is recognized, I believe that this can lead to more effective use of ICT, which I have set out to show. My study, based on a survey of 319 EFL (English as a Foreign Language) teachers across the international group of 31 schools in which I work, seeks to put the teacher back into the picture by examining where their enacted beliefs in social constructivist pedagogy best align with classroom use of digital technology. I coin this emerging praxis ‘microblending’, a pedagogy rooted in Second Language Acquisition (SLA) theory and contemporary methodology, and I seek to demonstrate its relevance in this study I test the viability of measuring teacher’s microblending readiness through application of Technology Acceptance Modelling (TAM) in an EFL setting to produce a model that explains the variation in classroom use of ICT. My model is based on a critical replication of the WST (‘Will, Skill, Tool’) model, a TAM model which has so far only been used in mainstream classroom teaching. I have updated, created and piloted new instruments within the scope of the study, which are now already in use within the institution where I carried out my investigations. Using both linear regression and Structural Equation Modelling (SEM) techniques I explored how these measurements of the learning environment can explain a teacher’s application of technology. This first attempt appears to explain over 89% of the variation in classroom use of technology, which already exceeds the predictive power of several contemporary models in use in parallel fields of education. Given further work to refine and apply the model, a valuable improvement could be made in how teachers work with ICT in the language classroom for improved learning outcomes.
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Taylor, Andrew A. "Impact of access, ability, and attitude on teacher and administrator use of data for comprehensive planning." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009taylor_a.PDF.
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Thesis (E.Ed.)--The Sage Colleges, 2009."A Doctoral Research Project presented to Associate Professor Dr. James Butterworth Doctoral Research Committee Chair, School of Education, Sage Colleges." Suggested keywords: strategic planning; data-driven-decision making; Comprehensive District Educational Planning (CDEP); accountability; assessment; No Child Left Behind (NCLB); data; planning; school planning; school improvement; systems thinking; Data Analysis Technical Assistance Group (DATAG); state data; district data; data planning; data use; data access. Includes bibliographical references: (p. 69-75).
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Almaghlouth, Osamah Abdulwahab D. "Saudi secondary school science teachers' perceptions of the use of ICT tools to support teaching and learning." The University of Waikato, 2008. http://hdl.handle.net/10289/2432.
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This research was conducted to investigate the Saudi science teachers' perception of the use of Information and Communication Technology (ICT) tools to enhance teaching and learning and undertake a small and groundwork examination of these teachers current use of ICT. It draws on the interpretive paradigm (Cohen Manion, 1994), where the focus is on how people interpret and make sense of their world. From this interpretive perspective the beliefs of Saudi secondary school science teachers, in relation to the benefits of ICT, their current use of ICT and their perceived needs for improvement in the use of ICT in the classroom were investigated. Saudi secondary schools science teachers from both girls' and boys' schools in three different types of schools have been involved in this study. There were 28 government schools (9 girls' and 19 boys' schools), four small schools in rented premises (2 girls' and 2 boys' schools) and four Aramco schools (1 girls' and 3 boys' schools). These schools were in different districts: Aldammam city, Alkhobar city, Aldahran city, Alqateaf city and Sufwa city. The teachers were asked to voluntarily participate in the study and 131 teachers out of 200 (86 male and 45 female, 65 %) completed the questionnaire. Analysis of the data, together with the relevant literature builds a picture of the use of ICT in science education. Providing ICT hardware and software resources to a school is not enough to ensure significant developments in use of ICT for teaching and learning in Saudi science classrooms. Access to working ICT continues to be an issue for these teachers. Although teachers identified many benefits to teachers and students from using ICT and had made individual efforts to develop their use of ICT for admin planning and lesson preparation, they also identified barriers. These barriers focused on a lack of appropriate professional development and technical support. The findings have implications for future development in the area of ICT. It is expected that the results of the research will guide future research and development in the country and outline the importance of the use of information and communication technology in education for teachers, students, parents and decision-makers. It will contribute information towards decision-making and planning in future projects.
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Wagner, James Bartley. "Impact of the location of new schools on transportation infrastructure and finance." Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/28096.
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Zakre, Kenan. "The Use Of Learning Management Systems In Primary Schools : A Qualitative Study Among Teachers In Sweden." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81310.
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Information and Communication Technology is used in the education field in Sweden toimprove learning quality. The aim of this research is to investigate the use of LearningManagement Systems in primary schools, in the specific context of the role of LearningManagement System (LMS) in learning and teaching processes from teachers‟perspectives. Furthermore, This Thesis aims to explore teachers‟ perceptions of how touse this learning management system which is used in primary Swedish schools.Six teachers from two different primary schools in small municipality in the south ofSweden participated in semi-structured interviews. The theoretical model of UnifiedTheory of Acceptance and Use of Technology (UTAUT) inspired this qualitativeresearch along with the other related past studies. This quantitative model was only usedto sensitize the research process, for collecting and analysing qualitative data in thisstudy.The different elements of the theory such as performance expectancy, effort expectancy,social influence and facilitating conditions along with studies helps in conducting studybasedon qualitative approach for analysing the interviews. The research results indicatethat teachers were content with the usage of this learning management system, but thereis a lack of knowledge regarding this system. The system is helpful in performanceevaluation, planning, communication and overall working for routine tasks. Theresponses of interviews showed that teachers are not trained for using the features ofLearning management system in the way that it is designed for. The findings showed thatteachers require the support from professionals to integrate the system into their routineplanning. Furthermore, they also emphasise on the need to make the system user-friendlywith easy navigation. The findings of this study were compared to previous studies, anda further comparison was carried out regarding how it relates to the determinants andmoderating factors such as peer influence, internal perceptions and motivations, timeconstraints, organisational structure and facilitating conditions. Hence, support andtraining are needed to enhance learning and teaching through this Learning managementsystem.
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James, Alana. "The use and impact of peer support schemes in schools in the UK, and a comparison with use in Japan and South Korea." Thesis, Goldsmiths College (University of London), 2011. http://research.gold.ac.uk/6921/.
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Peer support approaches, where pupils offer formal support to others, are used in schools as an additional source of pastoral care. Previous research shows benefits for whole school environments, pupils who receive support, and pupil peer supporters, but is largely limited to Western case studies, which are often short-term and/or limited to qualitative data. This thesis addresses these issues through cross-national work on peer support use, and longitudinal case studies. Peer support use in Japan was investigated through a qualitative study. A range of approaches was seen and major themes identified, including the evolution of Japanese peer support, conflicts in approaches, and an emphasis upon community. A qualitative study in South Korea explored peer support and other anti-bullying initiatives, both proactive and reactive. Thematic analysis showed the importance of collectivist values, and a gap between policy and practice. Peer support was little used and, despite positive attitudes, barriers were perceived. A comparison of the UK, Japan and South Korea considered the impact of cultural values, education systems and the nature of bullying upon peer support use. Two mixed methodology case studies of peer listening schemes in UK secondary schools were conducted, one over 18 months and another over six months. Both schemes had the general aim of providing additional pupil support, without focus on particular outcomes. Impact upon the domains typically benefited by peer support was evaluated; findings were broadly similar. Pupil awareness of the service was high, but in-depth knowledge was weaker and use was low. Attitudes were mixed, impact upon bullying and school climate was limited, but users and peer supporters perceived benefits. Both schemes evolved to include multiple approaches, and practical factors affecting development and effectiveness were identified. Finally, implications for peer support practice are drawn from the findings as a whole, and future research directions suggested.
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Al-Majeeni, Amal Obaid. "The integration of information and communication technology into basic education schools in Oman : a study of teachers' use of ICT and the influence of related factors." Thesis, University of Hull, 2004. http://hydra.hull.ac.uk/resources/hull:5608.
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This study investigates teachers' use of Information and Communication technology (ICT) in Basic Education schools in Oman. The introduction of ICT was a reform in the education system embarked upon in 1998 which aimed to transfer the schools from the traditional style to more progressive through the integration of technology into teaching and learning. The main focus of the present study is on exploring the influence of different factors on the use of ICT, such as the availability of different types of equipment, teacher training, learning resource centres, administration and attitudes toward the importance of the educational technology to the teaching-learning process. The study is based on both quantitative and qualitative data gathered using a variety of methods: questionnaires, interviews and classroom observations. The questionnaire sample consisted of 743 teachers. Interviews and observations were conducted with 23 teachers in all regions in Oman. Results indicate that teachers' use of ICT was low and most of them (around two thirds of the sample) still rely on traditional media tools; ICT use by Basic Education teachers was still confined primarily to laboratory settings; and teachers' technology experiences were not directly integrated into daily classroom instruction or lesson planning. Access to resources, time, training, home use and support were identified as factors that influence the integration of technology into daily instruction. Among the findings of the study are continuing weaknesses in ICT integration and the need for improved and more flexible in-service training. In addition, the study argues that the main concern of the Basic Education teachers was the lack of support, which could be improved by offering technical, administrative and suitable guides and knowledge to help them the achieve the higher levels of ICT integration.
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Liu, Kai-sheung Bonnie, and 廖繼嫦. "The impact of the use of information technology on teachers: a survey of IT pilot schools in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961381.
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Hiratsuka, Masumi. "The perceived impact of computer use in modern foreign language lessons in secondary schools in England and Japan." Thesis, University of York, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415963.
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Rogers, K. Kaye. "Rural School Principals' Perceived Use of Data in Data-Driven Decision-Making and the Impact on Student Achievement." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68041/.
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This study examined the impact of principals' data-driven decision-making practices on student achievement using the theoretical frame of Dervin's sense-making theory. This study is a quantitative cross-sectional research design where principals' perceptions about data were quantitatively captured at a single point in time. The participants for this study were 253 rural school principals currently serving in schools across Texas, and included both males and females across all ethnic groups, including white, African American, Hispanic, Asian, Native American and other. A developed survey instrument was administered to principals. The findings from the quantitative SEM analyses indicated that the Principal Uses Data to Improve Student Achievement latent variable (Factor 1) and the Principal and Staff Ability to Analyze Data to Improve Student Achievement latent variable (Factor 2) were significantly and positively associated with student achievement. Higher scores on these two latent variables were associated with better student achievement. There was no statistical association between the Principal Uses Data to Design Teacher Professional Development latent variable (Factor 3) and this target outcome. In total, the three latent variables accounted for 6% of the variance in student achievement (TAKS). When the campus level outcome was considered, no statistically significant associations between any of the latent variables and this outcome were evident. In total, the three latent variables accounted for less than 2% of the variance in campus level.
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Chandler-Grevatt, Andrew J. "The use of levelled assessment tasks and their impact on teaching and learning in science education." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6276/.
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The use of Levelled Assessment Tasks (LATs) in secondary science in England has been increasing over the past five years in response to attempts to encourage more Assessment for Learning (AfL) strategies in the science classroom. This empirical study investigates how LATs are used by teachers and the extent to which such tasks support teaching and learning. An online survey of 106 teachers was used. It showed that teachers did find that the LATs supported their teaching using AfL strategies, but revealed that a majority of teachers do not use the tasks as formatively as they could be used. From the online questionnaire, a descriptive framework for how the LATs support teaching and learning is proposed. Five case studies where teachers used a LAT were observed. The data collected included a post-lesson pupil questionnaire, an interview with a group of pupils and an interview of the teacher. From these cases, a theory seeking approach to educational case studies through fuzzy propositions (Bassey, 1999) was used to develop a model of the relationship between teacher values and pupil values to assessment tasks. The fuzzy generalisations proposed from the case studies were that: (1) Teacher attitudes to the LATs may influence pupil attitudes to the LATs, (2) Teachers with a „big picture of levels‟ may be more likely to use LATs formatively and (3) Teachers who engage pupils with the notion of „levelness‟ may be more likely to improve conceptual development of pupils. The notion of „levelness‟ is explored. This evolves into three issues being explored: whether grades should be shared with pupils, the LATs relationship with summative and formative assessment practices and why such tasks have become popular with science teachers. The latter is considered in the context of the current target-driven culture of schools in England. Finally, the future of assessments like the LATs is discussed in relation to current policy and recommendations for their use and development are considered.
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Liu, Kai-sheung Bonnie. "The impact of the use of information technology on teachers : a survey of IT pilot schools in Hong Kong /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304452.
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Mysen, Mads. "Ventilation systems and their impact on indoor climate and energy use in schools : studies of air filters and ventilation control." Doctoral thesis, Norwegian University of Science and Technology, Department of Energy and Process Engineering, 2005. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-1740.
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ANDRADE, JESSICA ZACARIAS DE. "THE ADOPTION AND USE OF ICT IN PUBLIC SCHOOLS OF THE STATE OF RIO DE JANEIRO: A CASE STUDY WITH GRADUATES OF THE TECNOLOGIAS EM EDUCAÇÃO – PUC RIO COURSE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24856@1.
Full textAbstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROA dissertação trata do processo de inserção e uso das Tecnologias da Informação e Comunicação – TIC nas escolas públicas do Estado do Rio de Janeiro e é parte integrante da pesquisa Qualidade em Educação a Distância: uma pesquisa longitudinal com professores em exercício em programas de formação do governo federal. Estudo de caso sobre o curso de pós-graduação lato sensu Tecnologias em Educação (2006-2013). O principal objetivo deste trabalho é investigar os fatores que tangenciam a inserção e uso das TIC nas escolas públicas fluminenses – o quanto e como as tecnologias se incorporam a sala de aula. A realização deste estudo envolveu em um primeiro momento a análise do perfil dos cursistas e dos seus Trabalhos de Conclusão de Curso – TCC. Em um segundo momento foi construído e aplicado um questionário on line, a fim de verificar se as experiências relatadas tiveram continuidade, com ou sem alterações e se os projetos de ação propostos foram implementados. A análise realizada tem como fundamentação a fenomenologia e a teoria habermasiana apontando para a discussão do mundo da vida e da teoria da problematização. Os resultados mostram que as TIC estão cada vez mais sendo incorporadas a realidade das escolas públicas do estado do Rio de Janeiro, de forma cada vez mais regular e diversificada.
The present study focus on the adoption and use of Information and Communication Technology (ICT) by public schools in the State of Rio de Janeiro, and is also part of the research programme: Quality in Distance Learning Education: a longitudinal research with teachers in professional development training programmes of the Federal Government. A case study on the lato sensu post-graduation course Tecnologias em Educação (2006-2013). The main objective of this dissertation is to investigate the factors related to the adoption and use of ICT in Rio de Janeiro s state public schools - how often and how are digital technologies being used in the classroom. The first stage of this study included the analysis of the course participants profile and their Final Coursework Assignment. The second stage of this research included the development of an online questionnaire which was then sent and completed by the teachers. The main objective of the questionnaire was to verify the continuation of the described classroom experiences (either modified or not), and to verify if the proposed action plans were put into practice. The undertaken analysis is based on the phenomenology and Habermas theory which points to the discussion of the world of life and to the theory of questioning The results show that ICT is increasingly being incorporated into the reality of public schools in the state of Rio de Janeiro, increasingly regular and diversified manner.
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Sahinkayasi, Yunis. "A Cross-cultural Comparison And Modeling Of Information And Communication Technologies Aspects Affecting Mathematical And Problem Solving Literacy And Perceptions Of Policy Makers." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609723/index.pdf.
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The purpose of this study was to compare Turkey and the European Union (EU)
regarding aspects (use, self-confidence and attitude) of students&rsquoinformation and communication technologies (ICT), the relationships between ICT aspects and mathematical and problem solving literacy performances, and to understand education policy makers&rsquo
perceptions on ICT in Turkey. A multimethod (quantitative and qualitative) research design was used in this study. Country groups &ndash
an EU member group, a new EU member group and Turkey- were formed on the basis of the status of a country in the EU, and that of having ICT data in the Programme for International Student Assessment (PISA) 2003. This study has three focuses. The first focus of the present study was to examine similarities and differences in ICT use, self-confidence in ICT and attitudes toward computers in students from Turkey and the EU. The sample of this focus was those students from the EU member group (N=56,610), the new EU member group (N=24,834) and Turkey (N=3,231) who participated in the PISA 2003. Multivariate analysis of covariance - controlling students&rsquo
economic, social and cultural status (ESCS) and attitudes toward computers- and univariate analysis of covariance -controlling ESCS- were conducted to see whether students&rsquo
ICT aspects differ across country groups. The first focus of the present study indicated that Turkish students have lower self-confidence in using computer and the Internet and they use the Internet less frequently than students in the EU. Contrary to this, the findings of this focus revealed that Turkish students have relatively more positive attitudes toward computers and they use program/software more frequently than do students in the EU. The second focus of the present study was to model the relationships among ICT factors and mathematical and problem solving literacy performances of Turkish and the EU students. The sample of this focus was those students from the EU member group (N=57,787), the new EU member group (N=25,359) and Turkey (N=3,590) who participated in the PISA 2003. The proposed path analytic models were separately tested for each country group. The second focus revealed that students&rsquo
socioeconomic and cultural status and selfconfidence in routine computer tasks have positive and medium level relationships with their mathematical and problem solving literacy performances, for all country groups. Furthermore, students&rsquo
self-confidence in Internet tasks had a positive and low level relationship with these performances for all country groups. On the other hand, it was found that students&rsquo
frequency of computer and Internet use and their self-confidence in high-level computer tasks have generally negative and small relationships with these literacy performances in all country groups. The third focus aimed to investigate education policy makers&rsquo
perceptions of the ICT policy making and implementation process in Turkey, and their evaluations of the findings of the quantitative phase of this study. The participants of this focus consisted of seven education policy makers from the Ministry of National Education and universities in Turkey. The data, collected with interviews, were content-analyzed by coding data, identifying, and relating the categories and sub-categories, that is, open, axial and selective coding were conducted respectively. In the third focus of the present study, participants specified the primary issues of ICT policy making and the implementing process in Turkey and made suggestions on these issues. Participants frequently related the findings of the quantitative phase of this study to the economic, social and cultural status of students.
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Preusse, David N. "Studying the Impact of a Summer Training Course on Teacher Ability to Use and Integrate an Innovative Online Museum Curriculum in Secondary Schools." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248522/.
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This study seeks to answer the overarching question of how the use of a digitally delivered arts curriculum, including a virtual museum environment, affects teacher's perceptions of curriculum integration and whether they believe it is successful in the classroom. This study is based on the analysis of archival data collected during a pilot study that was conducted in the fall of 2016 and spring of 2017. This pilot study used a qualitative, descriptive approach and included the use of surveys, interviews, focus groups, and observations. The main focus of this study was on the experiences of a selection of educators who took part in the pilot study and summer training sessions to determine the successes and challenges they faced as they sought to the implement the experimental digitally delivered arts curriculum. The results of the study should improve the field's understanding of how virtual environments and technology can influence teacher experiences and perceptions of their potential value for learning as they continue to take hold in public schools worldwide.
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Alsuhail, Saffa Z. A. J. Zaid. "The Use of Technology in Early Childhood Schools and Homes and Its Impact on the Social and Language Development of Children: Perspectives of Parents and Teachers in Kuwait." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248415/.
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This study was aimed at understanding the use of technology in early childhood school and home settings as well as its impact on students' social and language development, specifically with children aged four to seven from two schools (Kindergarten and elementary) in Kuwait. The study followed a qualitative design in which the interpretative approach was applied. Non-participant observations were conducted to gather data concerning the actual use of technology in the classrooms, they were followed by interviews with teachers and a group of parents from each classroom. The study used Vygotsky's social development theory as a framework for the analysis of data. The analysis showed limitations in the use of technology in the classroom; teachers identified a need for training to increase their knowledge about how to integrate technology into instruction. Also, the limited availability of up-to-date technology was viewed as a challenge. Teachers and parents agreed that the use of technology may foster social and language development for most students, on the condition that their use is supervised and guided by an adult. However, they also perceived that technology could have a negative impact on the development of students' social development, an area that requires further investigation.
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Coulibaly, Modibo. "Impact des TIC sur le sentiment d’auto-efficacité des enseignants du secondaire au Niger et leur processus d’adoption d’une innovation." Thèse, 2009. http://hdl.handle.net/1866/3610.
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Cette recherche porte sur le renforcement des sentiments de compétence professionnelle et d’auto-efficacité des enseignants du secondaire envers les habiletés techniques dans la formation aux TIC. Elle fait suite à un projet d’intégration pédagogique des TIC au lycée initié par le Campus numérique de Niamey. Après une formation des enseignants de lycée participant au projet d’alphabétisation informatique, notre étude est venue par la suite pour apprécier l’impact de cette formation aux TIC, via le CNF, sur le processus d’adoption de ces technologies par les enseignants. Les objectifs de la recherche sont les suivants :
1) évaluer l’impact de la formation aux TIC des enseignants du secondaire sur le processus d’adoption de ces technologies ; 2) décrire et analyser le cheminement parcouru par les enseignants ayant atteint un niveau élevé d’adoption des TIC ; 3) mieux comprendre l’impact de la formation aux TIC sur le sentiment de compétence professionnelle des enseignants (sentiments de compétence personnelle et générale) ; 4) Valider le Computer Self-Efficacy Scale (CSE) en français ; 5) Comprendre l’impact de la formation aux TIC sur le sentiment d’auto-efficacité à l’égard de l’utilisation de l’ordinateur des enseignants.
Une enquête par questionnaires auprès de 69 enseignants représentant l’ensemble des enseignants de trois lycées de Niamey, et par des entrevues semi-dirigées auprès de six enseignants a permis de réaliser les objectifs de recherche. La thèse se fonde sur un mode de présentation par articles. Chaque article est en lien avec un ou deux objectifs de la recherche, suivant l’ordre précité.
Les résultats révèlent une absence de relation entre la formation aux TIC des enseignants dispensée par le Campus numérique et les niveaux de l’innovation technologique en milieu scolaire de la typologie de Hall et Hord (1987). Les disparités dans les utilisations que font les enseignants des TIC témoignent de ce manque d’association.
Par ailleurs, il apparaît que l’adoption des TIC dans l’éducation est embryonnaire au Niger. Cela fait que seuls quelques-uns de nos participants ont atteint les niveaux de sensibilisation et d’utilisation professionnelle constituant les deux premiers stades de l’usage pédagogique de la typologie de Raby (2005) qui en compte quatre.
À la lumière des résultats, le sentiment de compétence personnelle est différent dans les deux groupes (enseignants formés et non formés), mais celui de compétence générale est apprécié de la même façon.
Entre les enseignants formés aux TIC par les soins du campus numérique de Niamey et les autres, les résultats montrent une différence significative dans les niveaux d’habiletés techniques à l’égard de l’usage de l’ordinateur. Les forces et les limites de la recherche sont analysées et différentes recommandations sont proposées aux responsables éducatifs.This study examines the development among high school teachers of feelings of professional competence and self-efficacy toward technical skills through ICT training. It follows a project to pedagogically integrate ICT into a lycée initiated by the Campus numérique de Niamey (Niamey digital campus). After lycée teachers participating in a computer literacy project were trained in ICT, we undertook a follow-up study to appraise the impact of this ICT training, via the Niamey digital campus, on teacher adoption of the technologies. The research objectives were the following: 1) assess the impact of ICT training provided to high school teachers on the adoption process for these technologies; 2) describe and analyze the learning paths of the teachers who experienced a positive ICT adoption process ; 3) better understand the impact of ICT training on feelings of professional competence in teachers (self-confidence and overall confidence); 4) validate the Computer Self-Efficacy Scale (CSE) in French; 5) understand the impact of ICT training on teachers’ feelings of self-efficacy in computer use. To achieve these objectives, a survey questionnaire was administered to 69 teachers from three lycées in Niamey and semi-directed interviews were conducted with six teachers. The thesis is presented in the form of a series of articles, each one addressing one or two of the research objectives in the above-presented order. The results reveal no relationship between the teachers’ ICT training via the digital campus and their level of technological innovation at school, according to the typology proposed by Hall and Hord (1987). ICT usage disparities among the teachers testify to this lack of association. Moreover, it appears that the ICT adoption process in education is barely nascent in Niger. Indeed, only a few participants attained the levels of awareness and professional use, the first two of the four stages in Raby’s (2005) typology of professional use. The results show that feelings of personal competence differ between the two groups (trained and untrained teachers), although their feelings of overall competence were similar. The results also show a significant difference in technical skill levels in terms of computer use between teachers who did and did not receive ICT training via the Niamey digital campus. The research strengths and limitations are analyzed and some recommendations are proposed to educational authorities.
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CHEN, Rung-Ching, and 陳榮慶. "Use of ICT Tools in Teaching Physics in K-12 Schools: A Systematic Review." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/m6x935.
Full textAbstract:
碩士國立臺灣師範大學
資訊教育研究所
102
This study aims to compile and analyze the concepts of information technology(IT)tools used in physics teaching of primary and secondary schools. Researchers collected 69 relevant literatures through six electronic databases by systematic review during the period 2000 to 2012. Afterward, we involved the cases of physics teaching and extracted the information in the literatures of IT. This study performs the descriptive statistics by country, education level, hardware tools, software tools, and physical concepts. The result of this research indicates that, among 69 literatures, most of the articles are published by the United States of educational and research institutes (17); the major distribution of physics teaching that involves ICT is in high school (34). Among all the 11 physical concepts of ICT-assisted learning, over one-half (52.17%) of them are Kinematics and Electrical Science. The tools used by physics teaching is dominated by desktop computer, also, cases that use peripheral devices such as detectors, cameras, and robots are wildly seen. In terms of qualitative data, we take software that is wildly used in teaching as our major research target, and separate them as instruction software and software tools according to the functionalities. There are 5 types of instruction software, tutorial, simulation, drill-and-practice, games and tests. And there are 3 kinds of software tools, CSCL software, concepts of mapping software and data analysis software. The result indicates that, among 8 categories of the software, simulation software, mainly used to simulate the physical experiment or physical phenomena, has the highest proportion (40.6%), and other software (such as drill-and -practice software, games software, CSCL software and concept mapping software) also distributed in different cases. We also analysis the learning activities in the case studies through the 13 science process skills developed by American Association for the Advancement of Science(AAAS). The result shows that, within the development of science process skills, besides experiment skills; the remaining twelve skills (such as observation, classification, application numbers, measurement, communication, forecasting, reasoning, etc.)have corresponding teaching cases. The analysis of 69 literatures also shows that the ICT tools supported learning activities depict the principles raised by the constructivist learning theory such as" student-centered", "students learn at their own pace", and "students construct their own knowledge".
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Witherow, Katherine. "Research Use and the Impact in Secondary Schools." Thesis, 2011. http://hdl.handle.net/1807/29910.
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The purpose of this research was to learn more about the ways that school and system leaders, access, engage with, share, and use research in their work. This research began with a framework developed by Levin (2004) and similar framing by Nutley et al (2007) suggesting that knowledge and use of research in schools depends on characteristics of the research itself (such as accessibility and perceived quality), characteristics of the educators and context (research background, interest level, supporting processes and structures) and the role of third party facilitators (such as professional media, experts, professional development providers) as distributors of knowledge.
This study is meant to add to our understanding of the way research is taken up in secondary schools and districts by replicating and extending the recent work by Levin et al (2009) in a research study conducted with the Canadian Education Association (CEA) and the Ontario Institute for Studies in Education (OISE) entitled, “Research Use and its Impact in Secondary Education”.
In general, educators, like other professionals, have relatively limited direct knowledge of current research and rely on versions of research findings that they encounter in their daily work or from colleagues (Levin et al, 2009). This study examined the processes and practices in place within secondary schools and across a district school board to determine the facilitators and barriers to research use. The study addressed the following research questions:
1. How do secondary school leaders access and use relevant research findings?
2. What are the main perceived barriers to the use of research by secondary school leaders?
3. In what ways does the school district support or hinder the use of research?
These questions were designed to focus on the dynamics at the district level and the organizational capacity for knowledge mobilization. Data were collected through an online anonymous survey and semi-structured interviews. The online survey suggests that educators have a high regard for research in their professional practice, and that there is an array of opportunities for teachers and school administrators to engage with research. And, according to the respondents, the greatest challenge is finding the time to access the research. The findings also reveal that the although there is a high regard for research, research is generally not a priority in secondary schools and practice is based more on knowledge gained from colleagues or personal experience than from evidence-based research.
The thesis concluded that there are many factors that both enable and hinder engagement with research and research use. Findings include the importance of culture and context of the school, the relationship between leaders’ actions and expectations and practice, relevancy of research to practice, the role of facilitation, the use of technology, and starting small to build a critical mass of teachers engaging with and using research in their practice.
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徐合慶. "A Study on Relationships among Principals’ Distributed Leadership, Teachers’ Organizational Commitment and school ICT use in Elementary Schools." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/89933256830576571612.
Full textAbstract:
碩士國立新竹教育大學
教育與學習科技學系教育行政碩士在職專班
103
Principals’ distributed leadership and teachers’ organizational commitment are the important factors of the school ICT use. This study aimed to investigate the current situations and circumstances of elementary school Principals’ distributed leadership, teachers’ organizational commitment and school ICT use. The purpose of this study is to understand the current situation and the differences between the positive leadership of elementary school principals, school teachers’ organizational commitment and school ICT use to investigate the situation and the impact of the above three. The research methods included literature review and questionnaire survey. The survey objects were elementary school educators across Taiwan area. The study issued a total of 1192 questionnaires, with the return rate of 69.8%, among which there were 724 questionnaires valid. The data was analyzed by factor analysis, reliability analysis, descriptive statistics, independent sample t-test, Pearson correlation and structural equation modeling. The findings based on the results of the research are as follows: 1. The elementary school educational staff perceived the Principals’ distributed leadership of the current situation is good. 2. The elementary school educational staff perceived the school teachers’ organizational commitment is good. 3. The elementary school educational staff perceived the school ICT use is good. 4. The elementary school Principals’ distributed leadership and school teachers’ organizational commitment correlation coefficient r value of 0.71, has a significant positive correlation exist. 5. The elementary school Principals’ distributed leadership and school ICT use correlation coefficient r value of 0.62, has a significant positive correlation exist. 6. The elementary school teachers’ organizational commitment and school ICT use correlation coefficient r value of 0.58, with a significant positive correlation exist. 7. The elementary school Principals’ distributed leadership through school teachers’ organizational commitment affect school ICT use, school teachers’ organizational commitment with partial mediating effect. According to the research findings, some suggestions are proposed for the reference of education administrative units, elementary school principals and teachers, and research staff engaged in future related researches. 1. In order to enhance Principals’ distributed leadership, we should try to build a campus atmosphere based on trust and reliance. 2. In order to encourage teachers to stick to their positions, we should try to make use of good strategies of distributed leadership. 3. To promote the effects of school ICT use, we should build up some sharing and supportive mechanism. 4. Principals’ distributed leadership can promote school ICT use by means of teachers’ organizational commitment as a intermediary. 5. For further research, any related research objects, topics and methods which can broaden and deepen the study are absolutely welcome.
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Chen, Shih-Chiao, and 陳詩喬. "A Study on the Relationships among the Teacher Positive Leadership, school ICT use and Students’ Creativity in Elementary Schools." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/86847130569112351483.
Full textAbstract:
碩士國立新竹教育大學
教育與學習科技學系
104
This study aimed at exploring the relationships among the teacher positive leadership, school ICT use and students’ creativity in elementary schools. The purposes are to understand the status quo of the three factors listed above and to ascertain the correlation and to predict the effects of these three factors. Through literature review, the study adopted questionnaires and issued 1,000 random samples of elementary school sixth graders’ among Taoyuan City, Hsinchu County, Hsinchu City and Miaoli County, with the return rate of 96% and a total of 948 questionnaires valid. The researcher conducted factor analysis, reliability analysis, descriptive statistics, independent t-test and structural equation modelling (SEM) for data analysis. Based on the result of analysis, the following conclusions are drawn: 1.Elementary school students rate the status quo of the teacher positive leadership at high level. 2.Elementary school students rate school ICT use at high level. 3.Elementary school students rate creativity at high level. 4.The positive leadership of elementary school teachers through school ICT use has effects on students’ creativity, and school ICT use has a partial mediating effect. In conclusion, some suggestions are made to education administrative units, elementary school administrative units, teachers, and future related research for reference.
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Malan, Annadene Charlotte. "Training needs of primary school principals in the use of ICTs in school management of township and rural schools / Annadene Charlotte Malan." Thesis, 2014. http://hdl.handle.net/10394/15386.
Full textAbstract:
The constant and rapid change in technology is creating opportunities as well as challenges for schools. School leaders need to embrace the use of information communication technology (ICT) to enhance the effectiveness of management in a school. A great deal of concern, however, is the ineffective use of ICT in school management. Although some school leaders are aware of the multiple advantages of the use of ICT in school management, they do not incorporate it in the management of the school. Research has identified that one of the main advantages and opportunities for the use of ICT in school management is that it is less time consuming because it reduces paper work. The ineffective use of ICT in school management seems to be even more of a problem in rural and township primary schools.
The White Paper on e-Education states that “every South African manager, teacher and learner in the general and further education and training bands will be ICT capable” by 2013. The most important finding is that, despite the increase in educational and technological development of information communication technology in South Africa, school leaders are still not capable of using ICT effectively to manage their schools. Even though the use of technology is encouraged, it is not used efficiently by school leaders to manage their schools. Literature indicates that little research has been done as yet regarding the use of ICT by school leaders in school management.
In the light of the above-mentioned, the need arises to determine and understand what the training needs of school leaders are for them to effectively use ICT in managing their schools. The aim of the research was firstly, to determine the importance of the use of ICT in the management of schools. Secondly, to establish the role ICT currently plays in the management of schools. Lastly, to determine the specific training needs of school leaders for them to effectively use ICT in managing their schools.
In this research qualitative methodology was used which is embedded in the interpretive paradigm. The qualitative strategy of inquiry was phenomenological. The qualitative approach attempted to examine personal experiences and viewpoints of interviewed school leaders with regards to their training needs concerning the use of ICT in school management. The method of data collection was individual semi-structured interviews, based on the literature review. Interviews were recorded by the researcher using an audio
recorder. The trustworthiness of the collected data was ensured. Collected data was transcribed and analysed by means of the computer software programme Atlas ti™.
The main findings of the research include:
- Findings with regard to the importance of the use of ICT in the management of schools.
ICT is an important tool that makes school management easier and less time consuming.
- Findings with regards to the current role ICT plays in school management.
Even though school leaders realise the importance of the use of ICT, it does not play an important role in school management. The most important role ICT currently plays in school management is merely communication.
- Findings with regards to training needed by school leaders in the use of ICT in the management of schools.
School leaders need ICT training starting from basic courses to more advanced ICT courses in all aspects of ICT, software and hardware included.
Finally, recommendations are made to assist school leaders to obtain the necessary skills and knowledge regarding the use of ICT in the management of schools. Training needs of school leaders regarding the use of ICT should be addressed in training programmes which are specifically designed for leadership. Courses should be short, hands-on and aimed at developing ICT skills for use in school management. Follow-up and refreshment courses need to be presented on a regular basis, while progress is monitored regularly.PhD, North-West University, Potchefstroom Campus, 2015
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Tsai, Yu-Feng, and 蔡毓芬. "A Study on the Relationships among the Teacher Positive Leadership and Student Academic Optimism in Elementary Schools: ICT use as a Mediator." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ujg545.
Full textAbstract:
碩士國立清華大學
教育行政碩士在職專班
105
This study aims to investigate the current status and interrelationship of the elementary school teacher positive leadership, ICT use and the student academic optimism. This study adopted questionnaire survey. Questionnaire pertaining to the above three variables were editing by the researcher, and administered to a sample of sixth-graders from selected elementary schools in Taoyuan City, Hsinchu County, Hsinchu City and Miaoli County. There were 687 returned questionnaires with valid responses from 801 questionnaires and the return rate of 94.9%. The researcher conducted factor analysis, reliability analysis, descriptive statistics and structural equation modelling (SEM) for data analysis. The findings based on the results of the research are as follow: 1. The students’ perceptions toward teachers’ leadership belongs to high level. 2. The students’ perceptions toward academic optimism belongs to high level. 3. The students’ perceptions toward the use of ICT belongs to “middle-high” level. 4. It is mutually influential among the three variables. Teachers’ positive leadership has significant direct effect on students’ academic optimism, but the effect is also enhanced when the partial mediated by the use of ICT . This study suggests that to improve students’ academic optimism, the teacher positive leadership should be widely practiced and assisted instruction with the use of ICT.
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Liu, Mei-Ling, and 劉美鈴. "A Study on the Relationships among the Teacher Positive Leadership and Student Learning Performance in Elementary Schools: ICT-use as a Mediator." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/yg5j6a.
Full textAbstract:
碩士國立清華大學
教育與學習科技學系
105
This study aims to investigate the current status and interrelationship of elementary school teacher positive leadership, ICT-use and student learning performance. This study adopted questionnaire survey method. Stratified random sampling research method was adopted, and the survey participants are elementary school sixth-graders in Taoyuan City, Hsinchu County, Hsinchu City and Miaoli County. The study issued a total of 801 questionnaires, with the return rate of 94.0%, among which there were 695 questionnaires valid. The data was analyzed by descriptive statistics and structural equation modeling. The results show that： 1. The students’ perceptions of teacher leadership are high. 2. The students’ perceptions of ICT-use are high-mediate. 3. The students’ perceptions of student learning performance are high-mediate. 4. The teacher’ positive leadership has positive effects on ICT-use and student learning performance. 5. The teacher’positive leadership will indirectly influence student learning performance by way of ICT-use. This study suggests that: 1. Establish a positive energy network and support the culture of encouragement, Promote the positive relationship and communication among parents, teachers and students. 2. Through the learning community, incentives and related activities to enhance the technology integration ability of teachers and students. 3. Take a variety of interesting teaching methods to enhance students' Mandarin and Math abilities. 4. Teachers adopt the positive leadership to manage class and through the use of ICT to flip the learning performance of students.
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Shori, Nivedita Mani. "Personal-professional Interconnections: Contextualizing Teachers' Use of Information and Communication Technologies in the Classroom." Thesis, 2013. http://hdl.handle.net/1807/42647.
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Teachers' use of information and communication technologies (ICT) in the classroom has largely been studied to date with a focus on what is lacking. An important aspect that seems to have been understudied is how teachers' own histories and experiences of ICT connects to their teaching practices - in essence, focussing on what is 'present' and not what is 'missing'. This study examines five teachers working in the same school, but working very differently with ICT in their classrooms. The narratives of their lived experiences highlight the acquisition of their beliefs, attitudes and their in situ behaviours about the role of ICT in the classroom. A critical look at the factors responsible for shaping such behaviours suggests the value of understanding individuals' experiences when planning for technology-utilization, rather than prescribing a "teacher-proof" (Connelly & Clandinin, 1988) approach to technology uptake.
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Mukhari, Shirley Sympathonia. "Teachers’ experience of information and communication technology use for teaching and learning in urban schools." Thesis, 2016. http://hdl.handle.net/10500/22045.
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The use of Information and Communication Technology (ICT) in teaching and learning is of significant importance to a country’s development and the social growth of individuals. As a result, ICT usage is gaining momentum in world schooling systems. Cognisant of the benefits of ICTs in teaching and learning, South African schools have introduced ICTs in schools and teachers are compelled to adopt and integrate technology to improve their pedagogic activities. The purpose of this research was to explore South African teachers’ experience in using ICT in the schooling system. This study was underpinned by the Network Society theoretical framework that endorses the use of ICTs in teaching and learning environments. The research method used in the study followed a qualitative interpretative approach and data collection methods included a literature study, non-participant observation and semi-structured interviews with a purposefully selected sample of teachers and school principals and analysis of documents on ICTs in teaching and learning. Findings indicated that ICT integration in teaching and learning is endorsed by teachers and principals who understand the benefits of ICT in enabling better methodological strategies, greater collaboration among teachers, improved access to the required information and the ability to cater for learners with different potential and learning styles. However, a number of factors that hinder the successful ICT integration in urban schools were identified as inadequate ICT infrastructure, teachers’ lack of ICT skills and low level of ICT proficiency, inadequate training, negative attitudes and poor teacher confidence. Other factors included lack of ICT leadership, funds and technical support. These findings indicated poor implementation of policy and a lack of connection between theory and practice. It was concluded that all education stakeholders, including parents, should work together in securing an ICT infrastructure that will accommodate all learners. It was recommended that more regular workshops which focus on the development of ICT skills in accordance with the proficiency levels required to effect successful integration of ICTs by teachers, be conducted. Moreover, principals should attend training workshops to learn about their responsibilities as ICT leaders at school. Technological pedagogical and content knowledge (PACK) together with CRAR3FS2 principles could provide a crucial framework for training South African teachers to overcome their ICT skill challenges. The ultimate goal of this study is to analyse factors that both hinder and enable the integration of ICTs into teaching practice in South Africa and to contribute to the body of literature on ICT integration in South African urban schools.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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Cheng, Pi-Yao, and 鄭碧瑤. "The Impact of Teachers Attitudes Towards E-book Use on Teaching Behaviors: A Case Study of Elementary Schools in Changhua County." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/rjp2mn.
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碩士建國科技大學
數位媒體設計系暨媒體與遊戲設計研究所
103
The purpose of this study is to explore how elementary school teachers’ behavior is affected by their attitude towards e-books. The research was conducted by applying a questionnaire created from a study of past literature. This study was conducted in 26 schools by using the techniques of stratified random sampling. Out of 432 samples, a total of 417 have been returned with 90.46% of them showing validity. The main conclusions are as follows: 1. When the e-books are considered easy to use, the curriculum, teaching style, communication, management skills, and critique all show significant improvement. 2. When the e-books are considered to be useful, the curriculum, teaching style, communication, management skills, and critique all show significant improvement. 3. The e-books are used by the teachers, the curriculum, teaching style, communication, management skills, and critique all show significant improvement. 4. Teaching behavior showed improvement in all 30 criteria when the elementary teachers used e-books.
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Daya, Avika. "The impact of access to educational technology and educator’s attitudes towards educational technology on the use and integration of educational technology in South African schools." Thesis, 2017. https://hdl.handle.net/10539/24440.
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A research project submitted in partial fulfilment of the requirements for the degree of BA
Masters (Educational Psychology) in the Faculty of Humanities, University of the
Witwatersrand, Johannesburg, January 2017Educational Technology (ET) is fast becoming a part of South African classrooms. Educators play a major role in the effective and successful integration of this technology within the classroom. This study explores the relationship between educators’ level of access to ET, their attitudes towards ET and their use of ET for various teaching related purposes. The factors of perceived competence, cultural relevance and perceived usefulness are also explored. Roger’s Diffusion of Innovations Theory and Ajzen and Fishbein’s Theory of Reasoned Action and Theory of Planned Behaviour were used as the theoretical framework for this study. A convenience sample of 119 educators from various schools in Gauteng (both public and private) completed a questionnaire consisting of a demographics section, the Attitudes towards Computer Scale (ACTS) and the Information and Communication Technology Survey. Results were analyzed using descriptive statistics and multiple regressions. The study found that while educator’s attitudes towards ET are positive, levels of use and integration of more complex ET items are still low. Varying levels of access were recorded for different ET items at home and at school. Both, perceived usefulness and levels of access were found to be the most significant predictors of educators ET use and integration. These results are in keepings with both Roger’s Diffusion of Innovations Theory and Ajzen and Fishbein’s Theory of Reasoned Action and Theory of Planned Behaviour as attitudes were shown to predict use and integration of ET. This research has potential to contribute to teaching policy, practice and research in South African schools
XL2018
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Li, Weijia. "Impact of the Living History Online project on students' computer use, skills, attitudes toward computer technology and history learning in four western Massachusetts public schools." 2004. https://scholarworks.umass.edu/dissertations/AAI3136752.
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This study examined the impact of a local history project on students' computer use, skills, attitudes toward computer technology and history learning. The variables of gender, grade level, etc. were also investigated. This one-year project integrated computer technology into history curriculum using primary sources. The participants were 64 students from four Western Massachusetts public schools. The Likert scale pre and post surveys were used to gather quantitative data as a main research method. Class observations and informal interviews were conducted for qualitative data as supplementary information for the research. To analyze the pre-post differences at the item level, approximation to binomial distribution was applied. To analyze the data at the aggregate level, One-way ANOVA, a univariate analysis of variance tests was employed. The data results showed significant differences in students' computer use and computer skills between the pre and post surveys. However, the data didn't show significant differences in students' attitudes towards computer technology and history learning. The reason for this may be due to the fact that the students already had positive attitudes prior to the project. The trend for computer skills indicated that as girls got older their skill level went up, but as boys got older, their skill level went down. The same trend was also reflected in students' attitudes toward computer technology. As for students' attitudes toward history learning, the older students had more positive attitudes than the younger students. The qualitative data also indicate the positive impact of the project on student learning. Most of the students “enjoyed working on the project” and believed “computer technology was useful”. Many students commented that they “learned not only the local history, but also computer technology”, and they “learned much more from researching on the Internet than from the textbook”. However, the biggest challenge for the students in doing this project seemed to be teamwork, and some students had difficulty cooperating with other people in the group.
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Msezane, Sikhulile Bonginkosi. "An exploration of the impact of environmental education innovation on students in sustaining land resources : a case of Mkhondo Village." Diss., 2014. http://hdl.handle.net/10500/14324.
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The aim of the study was to investigate the impact of Environmental Education in learners with regard to unacceptable waste dumping which causes land degradation in Mkhondo village. Large parts of the Mkhondo area, including the informal settlement, the location and the local school, are very untidy due to littering by the residents and learners. The situation is contrary to the objectives of the Decade of Education for Sustainable Development (DESD). The study was focused on the impact that Environmental Education as an extracurricular activity would have on the students in reducing or eradicating littering.
Data was collected through focus group interviews with the learners and the parents as well as observations. The study revealed that learners showed no concern about the negative impact of disposing of litter inappropriately even after the extra-mural activities on Environmental Education, which indicated that they were not concerned about the environment at school as well as at home. The initiative of Environmental Education was implemented in a short period, hence learners were not yet fully acquainted with the responsibility of taking care of the environment and alleviating littering on the school premises. I therefore recommend that educational campaigns on appropriate solid waste disposal should be initiated in the school and in the community. Further studies should be conducted on how Environmental Education can be integrated in the curriculum as an examinable subject.Environmental Sciences
M. Ed. (Environmental Education)