To see the other types of publications on this topic, follow the link: Impact of ICT use in schools.
Journal articles on the topic 'Impact of ICT use in schools'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Impact of ICT use in schools.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Heath, Don, Rozan Maghrabi, and Nora K. Carr. "Implications of Information and Communication Technologies (ICT) for School-Home Communication." Journal of Information Technology Education: Research 14 (2015): 363–95. http://dx.doi.org/10.28945/2285.
Full textAbstract:
Research demonstrates the positive impact of parental involvement on students, families and schools. Studies also indicate a close connection between effective school-home communication and increased parental involvement and engagement in learning. Effective selection and use of Information Communication Technologies (ICT) invites more effective school-home communication, increasing parental involvement and improving student outcomes. However, ICT adoption rates are heterogeneous, influenced by cultural, socioeconomic and other factors. Also, gaps may exist between parent/school communication preferences. Our multi-case study investigates principals and parents from three different public elementary schools (suburban/high wealth; urban/low wealth; urban magnet/mixed income) to understand the impact of misalignment in ICT adoption and use on school-home communication. We find misperceptions by parents and principals regarding their ICT adoption beliefs and actual use. Our results also indicate alignment between parent and principal ICT preferences and expectations improves parent satisfaction with the principal and the school, while misalignment has the opposite effect.
2
Erkulova, Feruza, Umidjon Samandarov, and Guzalkhon Samandarova. "The use of ict in teaching English grammar in secondary schools." International Journal on Integrated Education 3, no. 1 (January 27, 2020): 129–31. http://dx.doi.org/10.31149/ijie.v3i1.297.
Full textAbstract:
Nowadays, in every aspect of our life information, communication and technology (ICT) are playing a vital role. Even in the field of education the technological developments have shown great impact on the learners to become innovative and a source for motivating tool towards learning. ICT is often used to talk about computers and other technology use in schools. There are many ways to involve ICT in language teaching. In this article, we discuss the role of ICT and ways of using of ICT in teaching English Grammar in secondary schools.
3
Oluoch, Dornela. "Strategies of Enhancing ICT Use in the Delivery of Management Services in Public Secondary Schools in Siaya County in Kenya." European Scientific Journal, ESJ 12, no. 28 (October 31, 2016): 375. http://dx.doi.org/10.19044/esj.2016.v12n28p375.
Full textAbstract:
This study was set to determine the strategies of enhancing ICT use in the delivery of services in public secondary schools in Siaya County, Kenya. Although many secondary schools introduced computers in great numbers starting early 1990s, there are limited information on their use to facilitate delivery of services in school administration and management. The extent to which ICT is being used in school management in secondary schools, the types of administrative uses of ICT by school managers and challenges affecting the integration of ICT in the management systems in secondary schools needed to be adequately addressed. This can only be achieved if there are laid down strategies of enhancing ICT use in the delivery of services in public secondary schools in Siaya County. The study was guided by Social Transformation Theory in Education and Visscher (1992) conceptual model of school information system, which were used to show the relationship between variables. The research design that used was descriptive survey. Questionnaires, Interviews and document analysis were used to collect data. The study established that schools were taking several steps to help in enhancing ICT delivery such as looking for grants from the government, prioritizing purchase of ICT equipment and using parents’ involvement to buy computers. The study recommends that effort should be made by the government to post and provide teachers skilled in ICT to each school to impart ICT skills to school managers. The study concludes that more support need to be given to schools to enable them achieve their dream of fully implementing the usage of ICT in the management of school activities.
4
Suparjan, Suparjan. "INTEGRATING INFORMATION AND COMMUNICATION TECHNOLOGY IN ELEMENTARY SCHOOLS: TEACHERS’ ATTITUDES AND BARRIERS." Ta'dib 24, no. 1 (June 28, 2021): 151. http://dx.doi.org/10.31958/jt.v24i1.2584.
Full textAbstract:
Unquestionably, the rapid development of ICT has had a significant impact on various areas of human life including education in the past few decades. The use of Information and Communication Technology (ICT) to support educational activities in schools has increased significantly in several developing countries as in the case of Indonesia. The study aims to examine the attitudes of teachers of elementary schools located in all districts in West Kalimantan, one of the provinces on the Island of Kalimantan, Indonesia, towards ICT as a medium to support teaching and learning activities which includes the ease of use, effectiveness and satisfaction. This study investigates how elementary school teachers view ICT as a supporting tool for classroom learning activities and the barriers faced regarding the use of the technology in teaching and learning activities. A total of 102 elementary school teachers were involved in this investigation by acting in response to a questionnaire and 13 participants were selected voluntarily to take part in in-depth interviews about their attitudes on the use of ICT as a tool for educating activities and the barriers these teachers encountered. The findings indicate that elementary school teachers had a positive attitude towards the employment of ICT for instruction along with the various barriers they faced during teaching and learning activities.
5
Nasser, Ramzi, Maha Cherif, and Michael Romanowski. "Factors that impact student usage of the learning management system in Qatari schools." International Review of Research in Open and Distributed Learning 12, no. 6 (October 7, 2011): 39. http://dx.doi.org/10.19173/irrodl.v12i6.985.
Full textAbstract:
In an attempt to enhance teacher and student performance in school, a learning management system (LMS) known as Knowledge-Net (K-Net) was introduced in Qatari independent schools. (All public schools in Qatar have transformed to independent schools; the independent schools model is similar to the charter school system in North America.) An LMS is a tool that organizes and regulates classroom administrative tasks, supports teachers and students in the teaching and learning process, and informs parents of their children’s progress and school activities. Despite the benefits of the LMS, research studies indicate that its use by students has been limited because of a number of manipulative and non-manipulative factors that can influence behavior. This study explores the factors that impact student use of the LMS K-Net in Qatari independent schools. Quantitative data were collected through a questionnaire that was administered to students in 37 schools. A total of 1,376 students responded to the questionnaire. Semi-structured interviews were used to collect qualitative data that helped to confirm the results of the quantitative data and to provide additional insight on students’ perspectives regarding the use of the LMS. The results point to a strong relation between ICT knowledge and LMS usage. They suggest that the more ICT knowledge students have, the less prone they are to using the LMS. Attitudinal barriers were not predictive of usage. Student usage was strongly correlated to teacher and parent usage. This study is informative in evaluating LMS usage in Qatari schools. <br /><br />
6
Raman, Arumugam, and Som Bint Shariff. "RELATIONSHIP BETWEEN TECHNOLOGY LEADERSHIP, ICT FACILITY, COMPETENCY, COMMITMENTS AND TEACHERS PRACTICES ON IMPLEMENTATIONS WITH EFFECTIVE TEACHER’S MANAGEMENT TASKS IN SCHOOLS." Scholedge International Journal of Multidisciplinary & Allied Studies ISSN 2394-336X 4, no. 9 (November 29, 2017): 88. http://dx.doi.org/10.19085/journal.sijmas040901.
Full textAbstract:
<p>Information and Communication Technology (ICT) is something that is growing rapidly in a globalized era and becoming an important element in the development of an organization. Leaders play an important role in ensuring effective application of ICT in the organization, particularly in schools. Review of previous studies more engaged to the level of technology leadership and the characteristics of technological leadership practiced by leaders in the school, while the factors of a more comprehensive which include facilities for ICT, competence, and commitment of teachers in the practices of applying ICT in the management which contributes a grant impact on the management duties of teachers in schools has not been studied in Malaysia. The purpose of this study is to identify whether there is a positive relationship between technology leadership, ICT facilities, competence, commitment and practice of applying ICT teachers with effective management duties of teachers in schools using ICT. This quantitative study involves 370 teachers in secondary schools in the Kedah state which were selected randomly. Respondents gave their views on aspects of technology leadership and ICT facilities available in schools. Respondents also indicated the level of competence and commitment to apply the computer in addition to giving an opinion on the effectiveness of the application of ICT in managerial duties at the school through a questionnaire validated by experts. The findings show that there is a positive relationship between technology leadership, ICT facilities, competence and commitment of teachers to use ICT and the effectiveness of management duties of teachers using ICT in school. The role of teacher practices using ICT to be used as a moderator has a positive correlation with ICT facilities. The framework established by adopting some models related to technology leadership and Unified Theory of Acceptance and Use of Technology (UTAUT) can be used as guidelines in the application of ICT in the education system to make it more effective, particularly in systems management at school.</p>
7
Rabayah, Khalid Said. "INFORMATION TECHNOLOGY USE AND ACADEMIC ACHIEVEMENTS OF STUDENTS IN PRIMARY SCHOOLS." Information Technologies and Learning Tools 43, no. 5 (October 24, 2014): 40–55. http://dx.doi.org/10.33407/itlt.v43i5.1124.
Full textAbstract:
The association between ICT diffusion and education is a subject of hot debate in both ICT and educational circles. Stances range from positive enthusiast, to skeptics, to disbelievers vis-a-vis the impact of ICT on students’ achievements. The purpose of this paper is to investigate the presence of any correlation between students’ academic achievements as recorded by Trends in International Mathematics and Science (TIMMS 2011) and the penetration of ICT in their schools and households, with focus primarily on computers and the Internet. The paper relies on the analysis of the data published by the Trends in International Mathematics and Science Study (TIMMS 2011), international study center and the international association for the evaluation of educational achievements. Statistical data analysis will be employed to figure out whether there is any correlation between the penetration level of ICT and the students’ score in math and science tests as recorded by the TIMMS 2011 international scale. The analysis conducted within the scope of this research indicates the lack of any association between ICT use and students achievements in math and science subjects. Though the linkage between students’ achievements is not a straightforward issue that can be uncovered via simple regression analysis, however, the results definitely indicate that employment of ICT in both schools and homes is an insignificant factor that can be easily offset by other major factors, like socio-economic conditions, instruction resources, teachers’ capabilities, or cultural factors.
8
Kurniabudi, Kurniabudi. "TEACHERS ACCEPTANCE AND INTENTION TO USE ICT IN LEARNING." Jurnal Ipteks Terapan 12, no. 3 (December 31, 2018): 189. http://dx.doi.org/10.22216/jit.2018.v12i3.693.
Full textAbstract:
<em>Although ICT could bring many benefit in learning ,however implementation of ICT in the learning process is not easy. In fact, adoption of ICT in learning, is not only occurs in higher education but also in schools. The aim of This study is to identify the impact of Subjective Norm, Image and Computer Self-Efficacy against the behavior of teachers in using ICT in learning.Technology Acceptance Models (TAM) 2 used in the analysis of the behavior of the reception. Data was collected from high school teachers in the city of Jambi. Data were analyzed using SEM method with applications SmartPLS.This study reveals that the consistency of Perceived Usefulness and Perceived Ease of Use has a direct influence on Intention to Use . Subjective Norm and Image provides indirect influence on Intention to Use Computer Self - Efficacy whereas no effect on of Perceived Usefulness , Perceived Ease of Use and Intention to Use</em>
9
Mahdum, Mahdum, Hadriana Hadriana, and Maria Safriyanti. "Exploring Teacher Perceptions and Motivations to ICT Use in Learning Activities in Indonesia." Journal of Information Technology Education: Research 18 (2019): 293–317. http://dx.doi.org/10.28945/4366.
Full textAbstract:
Aim/Purpose: This study aims to investigate the perceptions and motivations of state senior high school teachers in rural districts in Indonesia towards ICT use in learning activities. Background: In 2013, Indonesian government launched an ICT-based curriculum known as 2013 Curriculum. According to this curriculum, ICT must be integrated into all subjects as learning resources and media. Even though there are growing numbers of research investigating teacher perceptions and motivation to ICT use in teaching and learning process, little has focused on teachers in rural districts in Indonesia. Research on ICT use in education in Indonesia generally focuses on teachers in urban areas. Methodology: The data of this study were collected through a set of questionnaires administered to 616 senior high school teachers from four rural districts in Indonesia. The questionnaire reliability was analyzed using the Cronbach Alpha with the help of SPSS software. The percentage was mainly used in the descriptive analysis. Whereas, Mann-Whitney U-test was used for inferential statistics as the data were not normally distributed. Contribution: Even though this study has limitation related to sample size, the results contribute to the existing theory and practice related to ICT integration in Indonesia. This study could be an incentive for improving readiness of teachers in rural areas regarding ICT use in learning activities. Findings: The results of this study indicated that the teachers had a good level of perception and motivation toward ICT integration in learning activities. However, they still faced with several issues related to facilities and technical expertise. Recommendations for Practitioners: The school principals together with related parties in the Education Office have to work together in designing IT training programs for teachers so that they have more knowledge and skills related to the use of ICT in teaching and learning activities and at the same time they can increase their confidence in using ICT. The government as a policy-maker should provide financial support for the schools to adequately provide ICT equipment needed in schools, as well as to prepare the necessary facilities and infrastructure. Recommendation for Researchers: In terms of ICT use in learning activities, more research needs to be done on the relationship between the use of ICT and students’ attainment in rural districts context. Impact on Society: This study suggests that teachers in rural districts in Indonesia have good perceptions of ICT integration in learning activities. However, to apply ICT-based curriculum as expected by the government, it is important for teachers to continue improving their ability and enriching their knowledge related to the use of ICT through training, both held by schools or other institutions so that teachers can vary their teaching methods or teaching strategies. Future Research: Further research may address how the use of ICT in learning activities affects students’ attainment in rural district context.
10
Adam, Tas, and Arthur Tatnall. "School Children with Learning Disabilities." International Journal of Actor-Network Theory and Technological Innovation 4, no. 2 (April 2012): 10–24. http://dx.doi.org/10.4018/jantti.2012040102.
Full textAbstract:
This article presents a report on an investigation into the use of Information and Communications Technologies (ICT) to aid in the education of students with Learning Disabilities. The study was framed by the use of actor-network theory. The term ‘Learning Difficulties’ (sometimes also referred to as Special Needs) is used in reference to a large heterogeneous group of students who are seen to have significant difficulties in the acquisition of literacy and numeracy skills and need extra assistance with schooling. Another more specific term is ‘Learning Disabilities’ that refers to the sub-set of students who constitute a small sub-group that exhibit severe and unexplained problems. The reported study involved case studies and participant observation of the use of ICT in two outer suburban Special Schools in Melbourne, and an investigation of the role and impact of Education Department policies on these school environments. Research at the two Special Schools revealed that use of ICT can have a very beneficial impact on these students by improving their self-esteem and facilitating their acquisition of useful life skills.
11
Pongsakdi, Nonmanut, Arto Kortelainen, and Marjaana Veermans. "The impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies." Education and Information Technologies 26, no. 5 (February 11, 2021): 5041–54. http://dx.doi.org/10.1007/s10639-021-10439-w.
Full textAbstract:
AbstractTo prepare schools for the demands of the twenty-first century, teachers have been challenged to expand their use of digital technologies in their teaching. This study is a part of OpenDigi, which aimed to create teachers’ communities for enhancing digital pedagogy skills and the use of digital assessment tools. The aim of this study is to investigate the impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies. Self-report questionnaires were collected from 98 elementary and lower secondary school in-service teachers in southern Finland. A total of 22 in-service teachers completed both pre- and post-test. The results showed that the impact of the digital pedagogy training depended on teachers’ ICT confidence level. Teachers who had low confidence in ICT use showed an increased ICT confidence level after the programme, while teachers who already had high confidence in ICT use showed no significant changes in their confidence level. Moreover, the results indicated that the need for ICT support was lower after the training for the teachers in high confidence group, while there were no significant changes in the need for ICT support for the teachers in the low confidence group. These results suggested that the training could fulfil teachers’ needs for ICT support, particularly for the teachers in the high confidence group. The challenges teachers face in expanding the use of digital technologies in practice and their commitment to the digital culture are discussed.
12
Rosmaladewi, Rosmaladewi, and Amirullah Abduh. "THE IMPACT OF INFORMATION TECHNOLOGY ON EFL TEACHING IN INDONESIA." ELT Worldwide: Journal of English Language Teaching 6, no. 1 (July 29, 2019): 21. http://dx.doi.org/10.26858/eltww.v6i1.9802.
Full textAbstract:
This study observes the impact of information and communication technology (ICT) on English as a foreign language (EFL) teaching in secondary school focuses on the culture of teachers in Indonesia in 2007 - 2012. Through an observation on the ICT program in teaching English in Indonesia and an analysis of the theory of the culture of teaching, it evidences that the application of ICT in teaching EFL has influenced the teachers’ cultures at schools. It confirms that the use of the internet and World Wide Web as well as social media has strengthened the four culture of teaching in Indonesia; either individualism, balkanization, collaborative, or contrive collegiality. It changes the way of teachers plan teaching materials, perform their teaching in class, and the way they interact with other teachers and students. However, some challenges facing ICT in Indonesia should be solved. Through this analysis, conclusion and some recommendation are presented at the end of this report.
13
Zainuri, Ahmad. "PERUBAHAN PARADIGMA PENDIDIKAN ISLAM: APLIKASI ICT DALAM PROSES PEMBELAJARAN PAI DI SEKOLAH." Conciencia 17, no. 1 (June 30, 2019): 1–10. http://dx.doi.org/10.19109/conciencia.v17i1.3429.
Full textAbstract:
The use of ICT as a medium of learning and teaching needed to realize the effectiveness and optimization of learning. But be aware that regardless of the medium used learning principles are upheld. It must be recognized that there are still many teachers who "technology illiterate" and must be improved further educational qualifications and professionalism. And that is also the problem is the low level of use of ICT in schools (digital divide) whereas ICT can support the optimization of the school, because of the potential of ICT is quite large. Application of ICT in learning PAI, if carried out by PAI teacher, it will have a positive impact on the interest of students towards subjects PAI in school. So that students in the following subjects PAI is not forced, but self-consciousness. In addition, if the PAI learning in the classroom, teachers use ICT, this will spread the "virus positive" on the teachers of other subjects, so they do the same thing
14
Atsoglou, Kanella, and Athanassios Jimoyiannis. "Teachers’ Decisions to Use ICT in Classroom Practice." International Journal of Digital Literacy and Digital Competence 3, no. 2 (April 2012): 20–37. http://dx.doi.org/10.4018/jdldc.2012040102.
Full textAbstract:
Presented are reports on a pilot study investigating Greek secondary education teachers’ perceptions and attitudes towards current use of ICT as a learning tool in their classroom practice and the possible factors that influence their decisions to integrate ICT in their instruction. The survey presented has adopted the Decomposed Theory of Planned Behavior (DTPB) with certain modifications a) to assess teachers’ beliefs of the potential of ICT to support classroom learning activities, and b) to better understand teachers’ decisions to adopt ICT as learning tool in classroom practice. A Likert-type scale was constructed to investigate the DTPB variables and other factors related to the use of ICT in the classroom. Results indicated that although teachers were aware of the benefits of ICT to promote students’ learning they do not integrate ICT as a learning tool in their regular, everyday teaching practices. Primary factors determining the use of ICT in classroom practice relate to facilitating conditions in the schools and teachers’ self-efficacy. On the other hand, perceived usefulness of ICT, perceived ease of use, compatibility and normative beliefs seem to have minor impact on teachers’ actual usage of ICT in classroom settings.
15
Sharija, Mohammed Al, and James J. Watters. "Innovative Leadership by School Principals: Embedding Information Communication and Technology in Kuwaiti Schools." Journal of International Education Research (JIER) 8, no. 4 (September 20, 2012): 425–34. http://dx.doi.org/10.19030/jier.v8i4.7290.
Full textAbstract:
Kuwait is an oil rich country planning for a future that is not dependent on exploiting natural resources. A major policy initiative has been the introduction of Information Communication and Technology (ICT) to schools. However, contextual issues and teacher capabilities in the use of ICT have limited the success of this initiative. The study examines the leadership strategies of two secondary school principals whose schools have achieved this goal. The case study draws on intensive data collected through interviews of the principals, and teachers supported by document analysis and observations. Analysis was guided by theoretical perspectives drawn from the literature which identified a range of strategies used by the principals to manage change. The principals of Schools A and B employed three key strategies to maximise the impact on the teaching staff incorporating ICT into their teaching and learning practices. These strategies were: (a) encouragement for teaching staff to implement ICT in their teaching; (b) support to meet the material and human needs of teaching staff using ICT; and (c) provision of instructions and guidance for teaching staff in how and why such behaviours and practices should be performed. The outcome of this study proposes an innovative change leadership model that informs emerging countries, which are also undergoing major change related to ICT. However, the study also revealed limitations in the implementation of ICT in the classroom and provides insights into further strategies that principals need to adopt.
16
Marin, Alina-Andreea, and Adina Liliana Prioteasa. "THE IMPACT OF USING INFORMATION TECHNOLOGY AND COMMUNICATION IN SCHOOLS IN ROMANIA." Business Excellence and Management 10, no. 2 (June 15, 2020): 97–108. http://dx.doi.org/10.24818/beman/2020.10.2-07.
Full textAbstract:
New technologies are a catalyst for education. Technology unlocks educational boundaries, motivates students, improves students' writing and learning skills, promotes individual learning. This sector has become an educational priority and all EU countries are striving to develop ICT skills. Technology is part of the world we live in. Most jobs today require the use of technology. For this reason, the focus is on developing a set of knowledge, skills, attitudes, necessary for access to the labor market, social inclusion, personal development and lifelong learning. The knowledge society has imposed the use of ICT as a necessary condition for the integration of the individual in the labor market and in society. The present paper attempts to provide an overview of the impact that technology has on pupils and teachers in Romanian schools.
17
Buabeng-Andoh, Charles. "ICT Implementation and Practices." International Journal of Information and Communication Technology Education 11, no. 2 (April 2015): 1–13. http://dx.doi.org/10.4018/ijicte.2015040101.
Full textAbstract:
The purpose of this study was to investigate students' pedagogical use of Information and Communication Technology (ICT) and the soft and hard factors that influence their use. The participants were 3380 randomly selected students from 24 public and private schools. A quantitative method was used in this study with Likert five-point scale questionnaires to collect data. The study revealed that students' pedagogical use of ICT was low. Most students reported that they were competent in the use of smart phones for educational purposes. The study found that soft and hard factors are interrelated and play a crucial part in students' pedagogical use of ICT. It was interesting to note that ICT competence, access to computers, and the programs students were enrolled in had impact on the results.
18
Partono, Partono. "Manajemen Stratejik Pemanfaatan Teknologi Informasi dan Komunikasi untuk Peningkatan Mutu Pembelajaran SMK Ciledug Al Musaddadiyah dan SMKN 1 Garut." Jurnal Maps (Manajemen Perbankan Syariah) 3, no. 2 (April 20, 2020): 109–19. http://dx.doi.org/10.32483/maps.v3i2.42.
Full textAbstract:
So far, in implementing school strategies, they tend not to utilize Information and Communication Technology (ICT), despite the availability of ICT resources available. Stages of strategic management are needed to generate the vision, mission, objectives, policy, program, budget, and procedures as well as control and evaluation process as an effort to utilize ICT to improve school quality. Based on the interpretation and the results of the study, it is concluded that schools have organized stages in strategic management that enable schools to have a quality profile. The impact of effective utilization of ICTs for schools is the achievement of effective school management, as per the National Education Standards, which is characterized by effective planning, implementation, control, and evaluation of school ICTs.The purpose of this study is to get a general description, describe, and reveal the Strategic Management of Information and Communication Technology Utilization to Improve the Quality of School Learning in Ciledug Al Musaddadiyah Vocational High School and Garut 1 Vocational High School, both on environmental analysis, strategic formulation, implementation and strategic evaluation. The research method used in this research is the case study method, because the problems studied occur in the place and situation of Ciledug Al Musaddadiyah Vocational School and Vocational High School 1 Garut. The use of case study models in this study is based on the consideration that to provide an overview of the strategic management activities of the use of ICTs carried out at vocational high schools with the ultimate goal of being able to improve the quality of school learning. Based on observations in the field of SMK 1 Garut and SMK Al Musaddadiyah Ciledug Garut is one of the public schools and private schools that have these advantages.
19
Arukaroon, Benjawan, and Donyaprueth Krairit. "Impact of ICT Usage in Primary-School Students' Learning in The Case of Thailand." International Journal of Web-Based Learning and Teaching Technologies 12, no. 2 (April 2017): 21–42. http://dx.doi.org/10.4018/ijwltt.2017040102.
Full textAbstract:
The utilization of ICT as a teaching–learning tool continues to be very popular in Thai primary schools. However, technology impact assessments are not always properly carried out, and the benefits of using ICT in primary education are not always clear. The aim of this paper is to assess whether the use of ICT has an impact on student performance compared to when such technology is not used. In the results from the two experimental units, the researchers find no significant effects of ICT usage on student performance either in classroom behaviors or in improvement scores. On further inspection of influential factors for ICT adoption, the results show that only subjective norm has a significant effect on the students' classroom behaviors. In contrast to the previous literature and conventional beliefs, the researchers found that ICT is not always an effective teaching–learning tool regardless of the educational level of students.
20
Ebire, F. A. "TEACHERS PERCEPTION OF THE USE OF ICT AS AN INSTRUCTIONAL TOOL IN SCIENCE AND MATHEMATICS IN NIGERIA SECONDARY EDUCATION." Open Journal of Educational Development (ISSN: 2734-2050) 1, no. 2 (September 21, 2020): 13–26. http://dx.doi.org/10.52417/ojed.v1i2.147.
Full textAbstract:
The lagging performance of students in science and mathematics in West African Senior School Certificate Examination (WASSCE) points to a serious challenge requiring the intervention of the government, as we know; education is the bedrock of any nation. The application of ICT tools in teaching science and mathematics in Nigeria can be said to have minimally improved student performance in recent times. Though the government of Nigeria has made a laudable effort in these regards; it has little or no impact in teaching science and mathematics in Nigeria secondary education. Thus, this study aimed at examining the perception of teachers towards the use of ICT as an instructional tool in science and mathematics within Nigeria secondary education. The research employs a quantitative research design in which a sample of sixty-three (63) science and forty (40) mathematics teachers from government secondary schools in Abuja, Nigeria were interviewed. The instrument for data collection was a semi-structured questionnaire titled “Teacher’s Perception on ICT Use Model (TPIUM)” based on the Technology Acceptance Model (TAM) by Davis, 1989. Statistical analysis of the data obtained showed that Perceived usefulness (PU) had the strongest impact on Behavioral intention (BI) and Attitude toward use (AT) of ICT tools by teachers. The findings of this study also revealed that outdated government policies to support ICT use in science and mathematics posed a big challenge and more consequential is the inadequate skills of teachers in using ICT tools. The study therefore recommends that the government should endeavor to put in place adequate training and retraining of teachers on how to effectively fuse and use ICT tools in teaching mathematics and other science subjects in Nigeria.
Ebire F. A. | Department of Global ICT Policy, Pusan National University, Busan South Korea.
21
Acharya, Chandra Prasad. "Use of ICT/Web Tools in ELT in Nepal." Journal of NELTA 19, no. 1-2 (February 10, 2015): 1–16. http://dx.doi.org/10.3126/nelta.v19i1-2.12076.
Full textAbstract:
Information and Communication Technology (ICT) has become the integral part of English Language Teaching (ELT) to meet the needs of the present day world. It has brought significant changes in the traditional teacher-centered lecturing methods. However, this emerging field of study has not been researched rigorously in the context of Nepal. Considering this, the research study carried out at the Department of English Education, Tribhuvan University, Kathmandu aimed to find out the commonly used ICT/Web tools in ELT and its positive impact on ELT practice. The sample size of the study consisted of 40 English teachers of private Secondary and Higher Secondary Schools of Kathmandu Valley. The informants were selected using judgmental non-random sampling from Kathmandu, Lalitpur and Bhaktapur districts in a proportionate way. A questionnaire consisting of both close-ended and open-ended questions was used as a data collection tool. The data were analyzed and interpreted descriptively and statistically. The result of the data obtained revealed that the ICT tools such as mobile phone, laptop, multimedia projector and web tools like YouTube, Facebook, wiki, email, blog are used in ELT and have positive impact on ELT.DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12076 Journal of NELTA, Vol 19 No. 1-2, December 2014: 1-16
22
Velasco, Yvonne P., and Mary Ann V. Dolor. "THE NOTIONS OF ENGLISH LANGUAGE AND RESEARCH INSTRUCTORS ON THE IMPACT OF DIGITAL TECHNOLOGIES ON THE RESEARCH WRITING PROCESS OF THEIR COLLEGE STUDENTS." English Review: Journal of English Education 5, no. 1 (December 12, 2016): 89. http://dx.doi.org/10.25134/erjee.v5i1.392.
Full textAbstract:
This is a descriptive study investigating teachers’ view on the impact of digital technologies on the research writing of their students. Using Mishra and Koehler’s (2006) TPCK model as framework, a probe was made on how technology and content are related and how pedagogical strategies in research relates to the use of technology in the classroom. The results reveal that teachers generally viewed the impact of digital technologies as positive but also showed misgivings on some aspects of technology use. The results have significant impact on the ICT policy currently being implemented in most state-run schools in the Philippines.Keywords: digital technologies, teacher perceptions, college research, ICT policy
23
Magen- Nagar, Noga, and Ditza Maskit. "Integrating ICT in Teacher Colleges - A Change Process." Journal of Information Technology Education: Research 15 (2016): 211–32. http://dx.doi.org/10.28945/3512.
Full textAbstract:
The National Israeli Information and Communication Technology (ICT) Program that called for the “adaption of the educational system to the 21st century”, has been implemented in Israel since 2010. The program’s purpose intended to introduce an ‘ICT culture’ in the educational system – pre-schools and lower-level schools, as well as in higher education institutions, including teachers colleges. Following this call, the current study is aimed at examining the integration of ICT in a teaching training college in the north of Israel, in the context of a technological-pedagogic setting, the ICT culture in the college, and how educators’ metaphorical sensations contribute to their use of ICT tools and to student training in an ICT environment. The second aim of the research was to identify the operating factors in the course of educators’ professional development that impact on the integration of advanced technologies in teaching. This mixed-methods study involved 120 educators. Through structural equation modelling, the findings show that educators’ familiarity and mastery of ICT tools influence use for teaching purposes, more so than personal feelings, the ICT culture, and the availability of the tools. Findings emphasize the need for promoting the integration of technology in teachers colleges as a learning organization, from a systemic view, which emphasizes the teacher educator’s personal-professional development.
24
Østerlie, Ove, and Ingar Mehus. "The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education." Education Sciences 10, no. 4 (April 16, 2020): 110. http://dx.doi.org/10.3390/educsci10040110.
Full textAbstract:
The purpose of the present study was to examine if and how the introduction of a flipped learning (FL) framework in Norwegian lower and upper secondary school physical education (PE) could affect student situational motivation and health-related fitness knowledge (HRFK). 206 Norwegian students (48% girls) from secondary and upper secondary schools were included in a three-week-long intervention. 85 students were assigned to an intervention group and 121 students to a control group, with the intervention aimed at integrating information communication technology (ICT) through the use of online videos. The results showed a negative motivational change for male students unless the activity changes were placed within an explanatory rationale through FL. The application of FL caused more cognitive knowledge learning, resulting in higher levels of HRFK among both girls and boys. The current research provided valuable insights into Norwegian students’ motivation for PE and that cognitive knowledge learning can be affected when integrating the use of ICT in PE.
25
A. Al-Main, Dr Yousef Hamad. "Some Constraints in Using ICT and its Impact on EFL Teachers in Saudi Arabia." Research Journal of Education, no. 67 (September 16, 2020): 92–96. http://dx.doi.org/10.32861/rje.67.92.96.
Full textAbstract:
Nowadays, our world is experiencing a technological revolution and witnessing an explosion in the field of information and communication. The use of technology in English education is one of the developments associated with this contemporary scientific and technological advance. This paper discusses some issues which Saudi English teachers encounter in using technology in teaching English subjects at intermediate schools in Riyadh, Saudi Arabia. Taking a qualitative approach, the researcher focuses on the status of using technology in two intermediate schools. A discrepancy is found between intention and practice. During investigations and observations throughout the district, the researcher could not find a language laboratory in government intermediate schools. In this paper, the researcher will discuss three issues respectively as follows: teacher resistance, lack of training and self-confidence, and financial obstacles.
26
Haron, Habibah Norehan, Hafizah Harun, Rudzidatul Akmam Dziyauddin, and Azlina Kamaruddin. "Education and ICT Facilities of Royal Belum Orang Asli School Children." Journal of Management Info 2, no. 3 (September 1, 2015): 13–16. http://dx.doi.org/10.31580/jmi.v7i1.40.
Full textAbstract:
An effective teaching and learning using Information and Communication Technology (ICT) is necessary to facilitate students to the easy access world of knowledge. The use of ICT essentially leads to significant impact on a condusive learning environment and also on the students’ achievements. In Malaysia, the students come from different background and ethnics, which include orang Asli. The urban students might face less difficulties in accepting the ICT in their lessons. A question then raised regarding the readiness of the Orang Asli students, particularly in remote areas, like Royal Belum, Malaysia. This paper investigates the readiness of the primary students, namely from the Jahai group, in Royal Belum on the use of ICT devices, such as notepad and laptop. In addition to that, we studied the internet facilities and its connectivity at the schools, including some other related issues. Outcome of the observations showed positive readiness of Orang Asli students in using ICT devices. Nevertheless, a substantial effort from the ICT teachers seems crucial to the effective delivery of the ICT syllabus. Additionally, the schools suffer with slow connectivity as the data rate of 20 Mbps needs to be shared with other nearby schools. This has affected the students’ learning and also the teachers’ daily tasks, for instance, in meeting District Education Department (PPD) requirements regarding uploading marks online. Therefore, it is appropriate for the government agencies to search some initiatives in solving the current issues.
27
Tandika, Pambas Basil, and Laurent Gabriel Ndijuye. "Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania." Information and Learning Sciences 121, no. 1/2 (November 17, 2019): 79–94. http://dx.doi.org/10.1108/ils-01-2019-0009.
Full textAbstract:
Purpose Integration and use of technology in teaching and learning in the education sector from pre-primary education (PPE) to the higher levels of education, is a policy issue. In developed countries, including Tanzania, information and communication technology (ICT), especially in PPE, is inadequately researched for laying evidence on its applicability in instruction and learning. Therefore, this paper aims to determine pre-primary teachers’ preparedness in integrating ICT in classroom instruction and challenges teachers face in integrating it for child’s meaningful learning. Design/methodology/approach Methods and instruments: a qualitative transcendental phenomenological approach was used in determining teachers’ preparedness in integrating ICT in PPE in Tanzania. It was further used to collect data that describe the teaching and learning through the integration of ICT in every session as their lived experience for pre-primary teachers. Its selection was appropriate as it allowed researchers to systematically analyse for description the commonalities and differences existing among the involved teachers in integrating ICT in teaching and learning as their lived experiences (Moerer-Urdahl and Creswell, 2004). To appropriately analyse teachers’ understanding and experiences regarding ICT and its integration in teaching and learning in pre-primary classes, semi-structured interviews and open-ended questionnaires were used for in-depth understanding of the study problem. Semi-structured interviews were used to collect data through open-ended questions where researchers took an average of 40 min per session with participants’ (teachers) using notebooks to take note of their thoughts, feelings and beliefs about ICT integration in PPE. Use of the semi-structured interview was based on the reality that it provides in-depth information pertaining to participants’ experiences and viewpoints of a particular topic (Turner, 2010). Once the interview session was complete, each teacher was given a questionnaire to fill in for triangulating their experiences. Description of participants: a total of 14 schools constituting 28 teachers were purposively sampled and engaged in this study. Analysis of participants’ demographic characteristics indicates that all of the involved teachers had certificate in teacher education that qualified them as primary school teachers. Meanwhile, 18 (66.7 per cent) of the pre-primary school teachers who were involved in this study were female with only 10 (33.3 per cent) had working experience at and above five years of teaching in early grade classes. Study participants (teachers) from Itilima and Meatu Districts were purposively involved in the study as their experiences in young children’s learning and contextual influences (educational and training policy of 2014, the ICT policy of 2007, and foreign studies) are potential in improving the quality of learning. Study area: the current study was conducted in two districts (Itilima and Meatu) all found in Simiyu region. The two districts were selected and considered appropriate by the study as they constituted the 17 most disadvantaged rural areas in Tanzania (Mosha et al., 2015). Authors describe the two districts as having poor educational outcomes mainly relatively low pass rates in the primary school leaving examination results. In Itilima, one ward out of 22 was studied in which its six schools [with a total of 12 teachers] among 87 schools in the district were involved. While in Meatu district, eight of 121 schools [with a total of 16 teachers] in one ward of 29 wards were studied. This implies that a total of 14 schools and 28 teachers were involved in this study. Data analysis: the data collected through the interviews and open-ended questionnaires were subjected to content analysis procedures (reading and re-reading notes and transcripts followed by a three-steps-coding process consisting of open, axial and selective coding procedures). The analysis process was informed by the Vagle’s (2014) six steps for phenomenological research data analysis procedure (holistic reading of the entire text, first line-by-line reading, follow up questions, second line-by-line reading, third line-by-line reading, and subsequent readings). Practically, the researchers read and re-read the texts and transcribed data from the language used during data collection that is Kiswahili, into the reporting language that is English. Following transcription, data were coded for developing categories of data through axial and elective coding processes. Findings The data analysis was conducted and results and its discussion are presented in three sub-sections: preparedness of teachers in using ICT in teaching and learning; teachers’ views about the integration of ICT in teaching and learning; and challenges faced by teachers in integrating ICT in teaching and learning. Teacher’s preparedness in the use of ICT in teaching: exploration of teachers’ preparedness in integrating ICT in teaching and learning was preceded by exploration of teachers’ understanding of ICT in teaching and learning. Analysis revealed that majority of teachers were aware about ICT in teaching and learning and they understood it as the implementation of curriculum at school level that involves use of ICT-based facilities such as television, mobile phones, computer and radio. Teacher elaborated that appropriate use of ICT-based facilities that would later develop children to potentially improve their understanding and practical application in daily life. Other teachers understood ICT in teaching and learning as use of printed materials [newspapers and magazines] in facilitating pupil’s learning of planned lessons. While other teachers were aware of what ICT means the second category of teachers as noted in their responses, had limited understanding, as to them, ICT in education meant use of printed materials. Difference in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as use of ICT facilities in developing children’s competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Their views are based on the development of children with competencies useful in facilitating further learning in the subject known as Teknolojia ya Habari na Mawasiliano. Following the question based on exploring teachers’ understanding of ICT in teaching and learning, researchers explored teachers’ preparedness in using ICT in teaching and learning. Table 1.0 illustrates teachers’ multiple responses regarding their preparation. Table I: teacher’s preparedness in using ICT in teaching and learning. S/N; preparedness; freq; and per cent. Enhancing child’s understanding on the use of ICT-based facilities-20, 71.4; using remedial sessions teaching ICT-12, 42.8; using ICT-based facilities for teaching other classes-8, 28.5. Table 1.0 illustrates that teachers are prepared to enable children use ICT to access information and more knowledge related to their school subjects and general life. They were of the view that ICT could serve well in areas where text and supplementary books are scares or torn-out by pupils because were poorly bound or due to poor quality of papers used. Therefore, availability of ICT facilities in schools would become important resource-materials for pupils, as well as teachers. For instance, a teacher said that; Availability of ICT facilities, such as computers in schools will help us in preparing notes or content for supplementing their learning. Different from the paper-based notes, computers will keep our notes properly compared to the papers that get easily displaced and hard to retrieve notes when lost (Interview, 20 April 2016). In addition to the use of ICT facilities in serving as resource material, their use in schools would aid pupils and teachers to use them beyond teaching and learning. Teachers narrated that children may find games and puzzles that all help in stimulating their thinking, hence interest in schooling and further learning. Teachers also said they are prepared to use even extra hours that are beyond school timetable to ensure children learn well to meet the uncovered periods once facilities are placed in school. Use of extra hours beyond the normal school timetable comm. Research limitations/implications The study was limited to the accessed and involved schools as some schools were found to have no specific teachers teaching a pre-primary class on reasons the responsible teacher for the class had retired. As a result, researchers spend extended time to travel and reach schools that were located far from one school to the other. Again, some teachers were reluctant in participation on reasons that researchers are evaluating their competency for reporting to the higher authorities. Practical implications Differences in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as the use of ICT facilities in developing pupils’ competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Effective integration of ICT for efficiency in instruction depends on the teacher’s preparedness especially competency in using the equipments and infrastructures especially electric power. Social implications Integration of Information and Communication Technology in teaching and learning in PPE is socially important in the view that all children regardless of their background (urban or rural, affluent or poor) benefits in learning through use of technology. The children’s access to education integrating ICT would ensure equal opportunities for quality learning outcomes. In contrast, lack of exposing young children early in using ICT facilities for interaction and learning would adversely impact their participation in knowledge sharing in later years of schooling and employability opportunities. Originality/value There is limited empirical evidence about teachers' engagement in research particularly in PPE in Tanzania. Together with limited research in the level of education, this study is the original contribution to state of teachers at the school level about their engagement in integrating information and communication technology for informing education decision makers and administrators on matters of focus to improve educational instruction and implementation of Tanzania education and training policy, as well as the implementation of the ICT policy of 2016.
28
Andyani, Hanna, Punaji Setyosari, Bambang Budi Wiyono, and Ery Tri Djatmika. "Does Technological Pedagogical Content Knowledge Impact on the Use of ICT In Pedagogy?" International Journal of Emerging Technologies in Learning (iJET) 15, no. 03 (February 18, 2020): 126. http://dx.doi.org/10.3991/ijet.v15i03.11690.
Full textAbstract:
The development of information and communication technology (ICT) has led to opportunities and challenges in the educational ideas and practices. This study examines the impact of technological pedagogical content knowledge on the use of ICT in pedagogy. This study applied a quantitative method using Structural Equation Model (SEM). The population of the study was teacher in Junior high School in Mojokerto of East Java Indonesia while the sample was about 302 participants gathered by using proportionate stratified random sampling. The findings showed that first, technological pedagogical content knowledge directly did not affect teachers’ self-efficacy. Second, technological pedagogical content knowledge influences the use of ICT in pedagogy. Third, organizational innovative climate directly influences the teachers’ self-efficacy. Indeed, organizational innovative climate affects the use of ICT in pedagogy. Fifth, teachers’ self-efficacy influences the use of ICT in pedagogy. Sixth, technological pedagogical content knowledge mediated by teachers’ self-efficacy does not directly affect the use of ICT in pedagogy. Lastly, organizational innovative climate-mediated by teachers’ self-efficacy affects the use of ICT in pedagogy. This research could be the first step for a similar study in the future.
29
Cussó-Calabuig, Roser, Xavier Carrera Farran, and Xavier Bosch-Capblanch. "Are Boys and Girls still Digitally Differentiated? The Case of Catalonian Teenagers." Journal of Information Technology Education: Research 16 (2017): 411–35. http://dx.doi.org/10.28945/3879.
Full textAbstract:
Aim/Purpose: This article presents a study of ICT use and attitudes related to the computer use of girls and boys from Catalonia in order to detect which gender differences may explain the low presence of women in the ICT field and to design a proposal of actions in schools to help reduce these differences. Background: Since the number of women in the field of ICT remains very low, this study looks into the factors that influence girls’ lack of interest in ICT field. Methodology: The study collected data from 29 randomly selected public secondary schools in Catalonia with a total of 1,920 students (972 boys and 815 girls aged between 11 and 13 years old); it analyzes socio-demographic data, frequency and type of computers use and attitudes and self-efficacy on ICT use. Contribution: The study concludes there is a prevalence of stereotypes about the differences of skills and professional vocation among the teenagers and a gender difference when we focus on attitudes toward computers or self-efficacy. Findings: Boys and girls face computer use in different ways and both have a stereotyped image of their mothers’ and fathers’ digital skills and ICT jobs. Girls present higher levels of anxiety than boys when using a computer and lower self-confidence. Boys have higher self-efficacy than girls when asked for their perception about doing tasks with computers. Impact on Society: Policy makers must design strategies to minimize these gender differences in order to engage more girls in technological studies and minimize this imbalance. Future Research: Future research is needed, in the Catalan context, about whether the intensive use of computers in schools can influence the reduction of the gender-gap and identify which interventions must be made to maximize its effect.
30
Stoitsov, Gencho, and Gergana Stoitsova. "INCREASING THE MOTIVATION OF PRIMARY SCHOOL PUPILS THROUGH THE USE OF ICT IN THE EDUCATIONAL PROCESS." International Journal of Research -GRANTHAALAYAH 7, no. 2 (February 28, 2019): 207–13. http://dx.doi.org/10.29121/granthaalayah.v7.i2.2019.1025.
Full textAbstract:
This article presents a pedagogical study on the impact of Information Communication Technologies (ICT) on the motivation of primary school pupils in math classes. The obtained results demonstrate the positive impact of ICT on learning motivation.
31
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.
Full textAbstract:
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.
32
Medina-García, Marta, Lina Higueras-Rodríguez, Mª del Mar García-Vita, and Luis Doña-Toledo. "ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge." International Journal of Environmental Research and Public Health 18, no. 13 (June 24, 2021): 6770. http://dx.doi.org/10.3390/ijerph18136770.
Full textAbstract:
The use of ICT (information communication technology) as an educational resource is becoming more evident in the education systems of most countries, even more so with the COVID-19 crisis. When it comes to disability and education, ICT becomes a tool for social and educational inclusion. This study presents the validation and evaluation of a measurement scale on ICT literacy for inclusive education. In addition, based on previous literature, a conceptual model is proposed and validated through PLS (partial least squares) using a sample of 142 teachers from all educational stages. The results show that teachers’ ICT knowledge to ensure inclusion consists of five dimensions on specific needs. ICT knowledge has a positive impact on teacher motivation and ICT use. Teachers at primary and early childhood education levels have a lower motivation and use of ICT, although they have a higher knowledge of disability. The results found allow progress to be made in measuring the educational inclusion of schools and the ICT knowledge needed to ensure care and support for all people. A notable implication is the need for training on ICT and disability within educational policies.
33
Warner, Steve, Muhammed Malik, and Joanne Mohammed. "ICT Professional Development Workshops and Classroom Implementation Challenges: Perceptions of Secondary School Teachers in Trinidad and Tobago." International Journal of Innovation in Teaching and Learning (IJITL) 7, no. 1 (June 30, 2021): 1–19. http://dx.doi.org/10.35993/ijitl.v7i1.1507.
Full textAbstract:
The Ministry of Education (MoE) of The Republic of Trinidad and Tobago has recently embarked on another teacher training program to equip secondary school teachers with the necessary competencies for ICT infusion in their physical classrooms. This study aims to investigate the impact and usefulness of that program, and challenges that the teachers have been facing in its implementation. Thirteen interviews (eight one-on-one and five focused group) were conducted from forty trained teachers. The findings showed that almost all the teachers were quite content and even ecstatic about the workshops and were willing to use the acquired knowledge and skills. Those who were able to use the knowledge and skills attained in the workshops reported improved students’ interest, classroom interaction, and academic performance. However, many expressed disappointments due to the multiple obstacles at their schools which prevented them from fully and effectively using the knowledge and skills from the workshops. They specifically reported insufficient number of computers, poor and inapt ICT environment and most importantly, unreliable internet access and connectivity. This study identifies three important elements in the successful implementation of any ICT in education program: willingness (mainly of administrators, teachers and students), training (especially for the teachers) and infrastructure (physical, hardware and software). Although, there was an overwhelming willingness from the teachers (even excitement) and adequate training, issues with infrastructure appear to be preventing the policy from yielding desired results. In order to ensure that the current policy brings the desired results, the MoE must not only provide effective professional development training for teachers, but also furnish schools with the necessary ICT resources and infrastructure. Only then, the MoE may revolutionize the education system through ICT.
Keywords: ICT in education, professional development, teacher training, 21st century skills, Trinidad
34
Ali, Muttaqin Kholis, and Hasan Maksum. "Utilization of E-Learning-Based ICT Learning Using the Google Classroom Application During the COVID-19 Pandemic." Journal of Education Research and Evaluation 4, no. 4 (December 7, 2020): 373. http://dx.doi.org/10.23887/jere.v4i4.29181.
Full textAbstract:
The impact of the Covid-19 pandemic has brought changes to the learning process, from face-to-face at school to online distance learning called e-learning. The research objective is to describe the implementation of e-learning-based ICT learning using the Google Classroom application during the Covid-19 pandemic in public high schools. The research used a qualitative approach and was conducted on class X MIA students. 1. Data collection was carried out by observation, interviews, and documentation study. Data analysis was carried out, namely data reduction, data presentation, and concluding. The results showed that the use of the google classroom application made the ICT learning process easier during the covid-19 period. The advantages of the google classroom application as a learning medium are: (1) it has flexibility in terms of time and place; (2) the application is easy to understand and operate; (3) The use of applications is effective and efficient; (4) the learning evaluation process is more accurate. This research concludes that the google classroom application facilitates the ICT learning process during the covid-19 period.
35
Hori, Rikito, and Makoto Fujii. "Impact of Using ICT for Learning Purposes on Self-Efficacy and Persistence: Evidence from Pisa 2018." Sustainability 13, no. 11 (June 7, 2021): 6463. http://dx.doi.org/10.3390/su13116463.
Full textAbstract:
In recent years, the use of information and communication technology (ICT) has meant that learning is no longer limited to the school. In order to achieve Sustainable Development Goal (SDG) goal 4, that is, to ensure quality education for all, to make educational resources and online learning are indispensable, and to access these resources anytime, anywhere through the Internet. In addition, the global pandemic of COVID-19 has made online education more necessary than ever before. Where and how ICT is used may have an impact on the components of motivation, such as self-efficacy and persistence. In this study, we quantified the impact of ICT utilization on the two components of self-efficacy and persistence. The effects of ICT use on both components were analyzed from the data taken from the 2018 Program for International Student Assessment (PISA) administered to 15-year old students. The results revealed that students who frequently utilized ICT for the purpose of out-of-school learning, particularly for activities related to school projects, exhibited significantly higher levels of self-efficacy and persistence. The frequency of ICT usage for in-school learning revealed no effect on any of the two above components. In addition, utilization of ICT for recreational purposes outside of school showed significantly lower values in the area of persistence. These results indicate that it is important to set tasks that provide a continuum of ICT use, both in and out of school, in order to motivate learners. This has important implications for the design of learning in online education. Furthermore, it suggests that teachers should design exploratory type lessons that focus on strengthening students’ desire to learn outside of class.
36
Boldizsár, Boglárka. "Teenagers and New Media: Impact on Foreign Language Proficiency and Cultural Sustainability." European Journal of Sustainable Development 10, no. 2 (June 1, 2021): 301. http://dx.doi.org/10.14207/ejsd.2021.v10n2p301.
Full textAbstract:
There is a wide range of evidence to support the view that new technologies serve an integral part of teenagers’ life. However, in Hungary, it seems that even though the facilities are provided in most of the educational institutions, these are not in regular use due to teachers’ lack of competence, the willingness of using them or their constant operational problems. Using a qualitative, small-scale study conducted in semi-structured focus group interviews (N=8) with 15 participants in five Hungarian primary schools, the study primarily aims to uncover how teenagers can relate their foreign language advancement to their use of digital devices in their free time. Furthermore, the paper examines their views on foreign language (FL) instruction supported by ICT at school as well as which digital devices and for what purposes they would preferably use them in FL classes. The study implicitly raises the issue of cultural sustainability and tries to find evidence to what extent mass culture affects the Hungarian language proficiency of students. According to the results, teenagers’ attitude towards institutional foreign language learning seems to be quite traditional, as they cannot relate their free time activities spent with digital devices to study purposes at school. Although participants are conscious about the effectiveness of ICT promoting language learning, they think that watching films, instructional videos, or working with projected tasks connected to course books are the major reasons for using digital devices for classroom purposes. Regarding cultural sustainability even within this small-scale study, there is some evidence that English as one of the most influential languages of mass culture can have an impact on the mother tongue language maintenance.
37
Grant, Candace T., and Kenneth A. Grant. "Improving Moral Behaviour in the Business Use of ICT." International Journal of Cyber Ethics in Education 4, no. 2 (July 2016): 1–21. http://dx.doi.org/10.4018/ijcee.2016070101.
Full textAbstract:
The 21st century has seen a much-increased focus on the importance of ethical behaviour in business, driven by major scandals, calls for stricter regulation and increased demands for improved governance and reporting. In parallel, there are calls for the incorporation of moral and ethical elements in business education and university accreditation bodies and schools are responding. In particular, the explosion of technology change, particularly Internet, social media and beyond have raised many challenges for individuals, organizations and legislators. However, educational responses are varied and little has been done to determine the effectiveness of what has been done. Most responses to this need to provide ethical education follow a cognitive, rule-based approach, often using case-based techniques. This can improve knowledge and understanding of ethical issues, but it may have limited influence on actual behaviour. A relatively new field – Positive Psychology -- provides an alternate perspective, focusing on what is good rather than what is poor behaviour. One Positive Psychology approach, that of Appreciative Inquiry, which has not previously been used in ICT ethics education, offers a promising technique to develop improved moral attitudes and behaviour. This paper reports on a large-scale pedagogical research project that: (1) examines ethical perspectives from philosophy, psychology and pedagogy in the context of ICT professional education; (2) describes the development and multistage implementation of an ethics course in an undergraduate business ICT program delivered to more than 1,200 students; (3) discusses the formal evaluation of changes in moral attitude following a Positive Psychology intervention in the education of some 300 Business ICT students using the Defining Issues Test, Version 2 (DIT2) and the IMIS Survey developed at the Centre for Computing and Social Responsibility. The project results demonstrate that a well-designed applied ICT ethics course produces measureable positive changes in the ethical stances of participants and that the use of Appreciative Inquiry increases the impact of these changes. In addition to the relevance of the findings for educators they can provide guidance to those in organisations responsible for the ethical behaviour of their ICT employees.
38
Dzandza, Patience Emefa. "ICT services to students in the greater Accra region of Ghana." Information and Learning Science 118, no. 7/8 (July 10, 2017): 393–405. http://dx.doi.org/10.1108/ils-06-2017-0052.
Full textAbstract:
Purpose This paper aims to describe an information and communication technology (ICT) training programme in the central library in Ghana, to discuss the benefits of the programme and the challenges faced by those delivering it and to relate this work to the broader development goals of the UN and the Africa Union (AU), offering some recommendations on how the programme can be made more effective. Design/methodology/approach The study adopted a qualitative approach to help determine the modality of the programme to two junior high schools (JHSs) in the area that benefit weekly from the training programmes offered at the ICT corner. Interviews were conducted with two staff of the ICT corner to help gather information on the services that the ICT corner offers and the challenges with the programme; ICT teachers and a library coordinator of the two JHSs were also interviewed to find out about their opinion on the programme and the impact they think the programme can make to help achieve the agenda of equipping the youth with ICT skills. Focus group discussions were held with two classes from the JHSs for them to indicate the ICT skills they have acquired from the training and what they can use the skills to achieve. The researcher also witnessed two training sessions and observed daily activities of the ICT corner and the method of instruction. Findings The study brought to fore the contribution GhLA is making to help Ghana achieve Agenda 2063 and 2030 by helping students acquire basic ICT skills that are motivating them to use computers in their daily activities. Originality/value The study highlighted the importance of libraries in the twenty-first century and recommendations were made, among others, that, the facility should be replicated in all public libraries to be used by schools that do not have their own ICT lab in Ghana and the library should employ more staff to help with the training.
39
Tabassum, Zeba. "ICT TOOLS IN TEACHING LEARNING OF CHEMISTRY: A STUDY OF THE IMPACT ON THE STUDENTS AT SENIOR SECONDARY LEVEL." Researchers' Guild 2, no. 1 (October 9, 2020): 56–66. http://dx.doi.org/10.15503/rg2019.6.
Full textAbstract:
The present study focuses on the impact of teachers using traditional method and ICT tools on the academic achievement of the students, attitude of the students towards the subject chemistry, attitude of the students towards the use of ICT tools in teaching learning of Chemistry and the impact of the ICT tools on the written communication skills of the students. ICT tools in the present study may be understood as the application of digital equipment to all aspects of teaching and learning. Thus, the components of ICT would be video tapes, audio tapes, CDs, DVDs, television broadcast, video cassettes; computer-based learning materials, teleconferencing, video conferencing, internet, web conferencing etc. Sample for the present study comprised of students of 4 sections of class XII Science enrolled in Jamia Senior Secondary School and Syed Abid Hussain Senior Secondary School. As random assignment of subjects to control and Experimental Groups has not been applied, the present study is Quasi Experimental in nature. Of the many quasi experimental designs, Pretest- Posttest non-equivalent Groups Design was employed for the present study. The following tools were used for attaining the objectives of the study: Attitude Scales: a) Five point Likert scale for measuring Impact of ICT tools on the attitude of students towards chemistry (ATCS) b) Five point Likert scale for measuring Impact of ICT tools on the attitude of student towards the use of ICT tools in teaching learning of chemistry (ATIS). In accordance with the objectives of the study, the obtained data was analyzed using specific statistical techniques, which include computation of mean, S.D, t-test, ANCOVA (analysis of covariance). It was found from the study that traditional method must be used along with suitable ICT tool which may help in improving the teaching learning process and increasing the comprehensibility of the subject Chemistry. Thus, it was inferred that the use of ICT tools in the teaching learning of Chemistry has a positive impact on academic achievement, attitude and communication skills of the students.
40
Alqahtani, Rabee, and Mohammed Alqahtani. "A Review of the Use of ICT Techniques for Teaching Gifted Students." Revista Gestão Inovação e Tecnologias 11, no. 4 (July 20, 2021): 2358–67. http://dx.doi.org/10.47059/revistageintec.v11i4.2283.
Full textAbstract:
The issue examined in this systematic review was the current status of research on the use of ICT techniques in the education of gifted children. After defining gifted children, the need for separate consideration of educating them and the appropriate method of educating them led to considering ICT as a promising method to teach them. The review found that some recent research has reported models of appropriate education using ICT. However, mere models are not going to achieve anything. Facilitation of ICT at the school level and training of teachers to teach gifted children using ICT is also important. As with any other case, factors and challenges determine the success of ICT use in educating gifted children. Early identification of gifted children, self-regulation and self-efficacy of gifted children to focus on the relevant topics, individualised programmes and lastly, the impact of the current Covid-19 pandemic have been discussed by the other papers that were reviewed. Overall, it can be deduced that ICT is indeed a useful avenue to teach gifted students, but it needs to be used in conjunction with other educational interventions/programs to ensure its effectiveness. These findings have practical implications for improving the education of gifted students.
41
Faizuddin, Ahmad. "IDENTIFYING SALIENT ISSUES IN INFORMATION AND COMMUNICATION TECHNOLOGY EDUCATION IN THE MUSLIM WORLD." Cyberspace: Jurnal Pendidikan Teknologi Informasi 1, no. 2 (November 1, 2017): 86. http://dx.doi.org/10.22373/cs.v1i2.2012.
Full textAbstract:
Information and communication technology (ICT) in education has been widely used in many schools and learning institutions all over the world. However, the use of ICT in the Muslim world to improve the teaching and learning process is still limited. Indonesia as the most populace Muslim community in the world for instance, still does not have sufficient computer or Internet access in most of learning centers. This poses many challenges particularly in education. Young Muslims nowadays are caught between modernity and tradition. ICT can lead a Muslim to an ambiguous modern lifestyle and at the same time prying integrity of their identity. In some ways, Muslim youngsters are adopting technology with the aim to distance themselves from older people and traditional practices. On the other hand, there are some who challenge Western models. How should ICT education develop within an increasingly digital technological world? This article mainly highlights salient issues of ICT education in the Muslim world and the challenges of Muslim identity in the Internet era. It also examines the impact of digital technology on education for Muslim students and synthesizes ICT education from the Islamic point of view. Finally, some recommendations are appraised accordingly.
42
Végh, Veronika, Zsolt B. Nagy, Csilla Zsigmond, and Gábor Elbert. "THE EFFECTS OF USING EDMODO IN BIOLOGY EDUCATION ON STUDENTS’ ATTITUDES TOWARDS BIOLOGY AND ICT." Problems of Education in the 21st Century 75, no. 5 (October 25, 2017): 483–95. http://dx.doi.org/10.33225/pec/17.75.483.
Full textAbstract:
ICT has gained a vital role within education, helping to facilitate the teaching-learning process. This paper examines the efficacy of the Edmodo interface within biology education in high schools. Two 10th grade classes were studied for a one semester period. Both classes followed the same curriculum, however Edmodo usage was compulsory for the experimental class. Anonymous pre-and post-test questionnaires were filled out by the students and statistically analyzed. The research included 58 students; 34 females and 24 males. Over the course of the semester, the experimental group developed increased feelings of importance towards Biology, whereas no change was observed in the control group. At the end of the semester, the experimental group scores leant favorable towards the positive impact of Edmodo use in the classroom, in comparison to the control group. These results show a positive impact of using Edmodo in the classroom, as a facilitative tool, to improve student comprehension in the participating Hungarian students. Keywords: ICT in education, biology teaching, biology learning, Edmodo, ICT in biology teaching.
43
Cardellino, Paula, and Roine Leiringer. "Facilitating change in primary education: the role of existing school facilities in ICT initiatives." Facilities 32, no. 13/14 (September 30, 2014): 845–55. http://dx.doi.org/10.1108/f-04-2013-0026.
Full textAbstract:
Purpose – The aim of this paper is to illuminate the impact that the implementation of the Plan Ceibal imposes on the existing school infrastructure and how the use and upkeep of available facilities might need to be altered and changed to accommodate the new technology. Uruguay is, through the Plan Ceibal, the first country to provide every public primary school child with a laptop free of charge. The Plan represents a major investment to promote digital literacy and improve the quality of education. Design/methodology/approach – Empirical data are drawn from a multiple case study of five public primary schools. Particular attention is given to how school facilities and their immediate surroundings mediate the successful introduction and adoption of individual laptops. Findings – Plan Ceibal has the potential to change traditional teaching methods and behavioural patterns, which will in turn have an impact on how facilities and spaces are used. Questions are raised regarding the ultimate effectiveness of the initiative and if the aspired to improvements might be curtailed by a lack of investment in other areas, such as the school infrastructure. We argue for a context-sensitive view on research that not only considers the technology and potential changes in pedagogical approaches but also the physical environment in which these changes are to take place. Originality/value – Research into facilities and asset management has an important role to play in the achievement of effective learning environments and the successful uptake of information communication technology (ICT) initiatives.
44
Ikwaba Paul, Damasen, and James Uhomoibhi. "Solar electricity generation: issues of development and impact on ICT implementation in Africa." Campus-Wide Information Systems 31, no. 1 (December 20, 2013): 46–62. http://dx.doi.org/10.1108/cwis-05-2013-0018.
Full textAbstract:
Purpose – The purpose of this paper is to examine and discuss, in-depth, how solar electricity can be developed and used to tackle grid electricity-related problems in African countries suffering from unreliable and inadequate grid electricity. Design/methodology/approach – The paper discusses in depth the current status of grid electricity in Africa continent and suggested solar electricity as an alternative cost-effective method to the existing grid electricity problem in remote areas. An extensive analysis of the major contribution of solar electricity in various sectors such as economic, health, communication, social and environmental benefits is provided. The paper concludes with a discussion on how solar power generation can be developed. Findings – The paper shows that in developed countries where ICT has been applied extensively, ICT offers increased opportunities for sustainable economic development and plays a critical role in rapid economic growth, productive capacity improvements, education, government, agriculture and international competitiveness enhancement. The paper has pointed out that ICT has yet to make significant impact in most African countries due to lack of reliable and adequate electricity. Solar electricity has been seen as the most cost-effective way of generating electricity, especially in remote rural areas, for ICT devices. For the widespread of solar power generation in Africa, various strategies have been identified which include training of qualified solar engineers and technicians, establishing PV markets and business modes, introduction of solar energy education in schools and universities, political leaders appreciating solar electricity as one of the major energy component, lowering initial cost of the PV technology, availability of finance mechanisms for rural communities, import tax exemption and African countries regarding rural electricity as one of the basic needs. Practical implications – The paper shows that the problems of lack of qualified solar technicians and established PV markets and business modes (especially in remote areas), lack of solar energy education in schools have to be addressed before the benefits of ICT in Africa can be seen. Other issues include African countries appreciating solar electricity as one of the major energy component, lowering initial cost of the PV technology, availability of finance mechanisms for customers, import tax exemption and African countries regarding rural electricity as one of the basic needs like food, shelter and clothing. Overhaul of existing systems needs to take place in order to provide the means to deal with some of these issues. Originality/value – Availability of reliable electrical energy remains crucial for development of ICT in rural African countries. Solar electricity is clearly one of the most promising prospects to the grid electricity problem in African countries because most African countries lie in the sunshine belt. The paper raises awareness about this in a unique way and suggests some novel measures about increasing the availability of solar systems for solar power generation. It is anticipated that the increases in solar power generation, especially in remote areas, will increase the use and application of ICT in various sectors.
45
Ramadan, Abdelmoiz, Xiaohui Chen, and Laura L. Hudson. "Teachers’ Skills and ICT Integration in Technical and Vocational Education and Training TVET: A Case of Khartoum State-Sudan." World Journal of Education 8, no. 3 (May 27, 2018): 31. http://dx.doi.org/10.5430/wje.v8n3p31.
Full textAbstract:
Information and communication technology (ICT) elicited rapidly dissemination over the world. For its impact inSudan, the national government has been energized the institutions to implement ICT in every sector. This studyexamined the Sudanese teachers’ skills and ICT integration in technical and vocational education and training TVETin Khartoum state. The study directed out of two hundred respondents were sampled randomly, questionnaires weredistributed, 168 (84%) were properly filled and returned, 130 were males and 38 females from three various bodiesof TVET include (technical secondary schools, artisan institutions, and vocational training centres). A One-WayANOVA and Independent sample t-test on SPSS version 20 for data analysis were adopted. The results revealed thatsignificantly the respondents are same in terms of demographic information and ICTs usage skills. However, therewas a significant difference among the respondents’ ICT skill due to their ages and qualifications. Consequently,more training needs to be conducted for TVET teachers in basic skills of computer use. Following the internationalstandards, the right decisions we are strongly recommending train/teach pre-service and in-service teachers on ICTsskills based on 21st-century requirement.
46
Zheng, Yuanyuan, and I.-Hua Chen. "The Relation between ICT Usage and 15-Year-Old Students' Science Self-efficacy." International Journal of Information and Education Technology 11, no. 2 (2021): 88–95. http://dx.doi.org/10.18178/ijiet.2021.11.2.1494.
Full textAbstract:
Self-efficacy is a perceived competence in performing a particular task, and science self-efficacy can determine the engagement to students' science learning. Based on the theory of learning life approach, this study proposed a conceptual framework to clarify the role of information and communication technology (ICT) on forming science self-efficacy. Furthermore, we compared the difference between boys and girls in the pathways in the proposed framework. 15-year-old secondary school students in China released by Organization for Economic Co-operation and Development (PISA) in 2015 were as the participants. After weighting, there were 790,611 secondary school students involved in this study (415,066 boys and 375,545 girls) to test the model fit with structural equation models and multi-group analysis by using Lisrel 8.80. Results showed that: 1. The correlations between science self-efficacy and ICT self-regulated ability, out-school ICT science learning behavior, and inquiry-based teaching were significantly positive related. Science self-efficacy was significantly negative correlated with out-school ICT leisure activities. 2. The proposed framework not only had ideal model fit on the whole participants but also on boys and girls. 3. The coefficient of boys of positive impact of out-school ICT leisure activities on ICT self-regulated ability, out-school ICT science learning behavior on science self-efficacy, and the positive impact effect of out-school ICT leisure activities on the indirect positive impact of science self-efficacy were all lower than girls. According to our findings, it is suggested that teachers should not only use inquiry-based teaching strategies in science classrooms, but also encourage students to independently apply ICT's scientific learning behaviors out-school, which is particularly important for girls.
47
Omariba, Alice, Samson Rosana Ondigi, and Henry Okello Ayot. "Challenges Facing Teachers in Integrating Educational Technology into Kiswahili Teaching. A Case of Selected Secondary Schools in Kisii County, Kenya." International Journal for Innovation Education and Research 4, no. 12 (December 31, 2016): 23–39. http://dx.doi.org/10.31686/ijier.vol4.iss12.42.
Full textAbstract:
Information and Communication Technology (ICT) has brought about profound changes in this 21st century era.ICT has changed the way people communicate and do business. In education, the role of ICT and whether or not it positively influences the learners’ attitudes to work and particularly in language (Kiswahili) has been a matter of much debate. Globally, Kiswahili is taught as a language in universities such as Harvard, Yale, Germany, Osaka-Japan, China, South Korea, South Africa, Ghana and Nigeria just to mention a few. Further, the African Union meetings recognize Kiswahili as one of the languages of communication. The use of ICT creates an environment which moves away from the traditional teacher-centered approaches that have been devoid of learner enjoyment and explorativeness which are important characteristics of effective and meaningful learning. ICT allows learners to create, collect, store, use knowledge and information; and it enables learners to connect with people and resources all over the world (Alberta Learning, 2000). The emphasis of teaching Kiswahili language in Kenya is becoming commonplace. The professional development of teachers on the use of ICT enables them develop and update themselves on the ever changing trends and techniques of integrating Educational Technology (ICT-based ) in teaching. The Ministry of Education in Kenya as in many countries in the world realized and accepted the importance of ICT in teaching. It was with this regard that New Partnership for Africa Development (NEPAD) a pilot project was started with an aim of trying to find out the possibility of realizing the dream of integrating ICT in teaching in secondary schools. However, like any new project, there is a possibility of certain challenges such as students’ attitudes and how to impart knowledge and skills which may first need to be addressed in order to guarantee full implementation and success of the project in Kenyan secondary schools. The presenters of this paper did a study of selected secondary schools in Kisii County Kenya. The purpose of the study was to investigate the professional preparedness of the Kiswahili teachers in integrating educational technology into the teaching of the language and establish challenges teachers face while trying to integrate technology into Kiswahili instructional process. The findings have important implications for the future integration of educational technology in the teaching of Kiswahili in Kenya. Will this dream come true? The presenters will share their findings and experience.
48
Ntalindwa, Theoneste, Tanjir Rashid Soron, Mathias Nduwingoma, Evariste Karangwa, and Rebecca White. "The Use of Information Communication Technologies Among Children With Autism Spectrum Disorders: Descriptive Qualitative Study." JMIR Pediatrics and Parenting 2, no. 2 (September 27, 2019): e12176. http://dx.doi.org/10.2196/12176.
Full textAbstract:
Background The prevalence of Autism Spectrum Disorder (ASD) appears to be increasing globally due to the complex interaction of multiple biopsychosocial and environmental factors. Mobile phones, tablets, and other electronic gadgets have transformed our means of communication, and have also changed both healthcare and how we learn. These technological enhancements may have a positive impact on the lives of children, but there is currently a global scarcity of information on how information technology influences the education of children with ASD. Objective This study was conducted in Rwandan schools and communities, and aimed to understand the perceptions of students with ASD, their parents, and their teachers, on the use of Information and Communication Technology (ICT) in the education of those with ASD. Methods This qualitative descriptive study was conducted from December 2017 to July 2018. Researchers conducted four focus group discussions (FGDs) with 54 participants from different backgrounds: teachers, parents, and students with ASD. Each of the FGDs took approximately two and a half hours. A predefined set of open-ended questions were selected to discover people’s perceptions regarding assistive technologies used in ASD, their effectiveness, the scope of using them in their context, and upcoming challenges during implementation. The interviews were recorded, transcribed, and analyzed. Results The findings of the study revealed seven key themes: (1) the use of ICT for the education of children with ASD; (2) existing augmentative facilities for learning; (3) current patterns of use of ICT in education; (4) preferred areas of learning for ASD students; (5) integration of ICT into educational programs; (6) areas of interest outside the classroom; and (7) future opportunities and challenges in Rwanda. We found most of the study participants assumed that appropriate technology and related innovations might solve the challenges faced by learners with ASD in classrooms. Moreover, they thought that children with ASD more so enjoyed watching television, playing digital games, and drawing objects using gadgets than interacting with people or playing with other children. Conclusions The use of various low-cost technical devices can aid with teaching and the education of children with autism in Rwanda. However, this area requires further research to discover the impact ICT can have on the education of children with ASD, so this study may become a starting point for further research in the area.
49
Mwambo, Ligondo Joseph. "The Impact of Principals use of Information and Communication Technologies ICTS in Effective Administration in Public Secondary Schools in Fako Division." International Journal of Trend in Scientific Research and Development Volume-3, Issue-2 (February 28, 2019): 687–701. http://dx.doi.org/10.31142/ijtsrd21468.
Full text
50
Zhang, Mingyuan, and Tiffany Sutter. "EXAMINING THE RELATIONSHIP BETWEEN STUDENTS’ CREATION OF SPECIFIC DIGITAL PRODUCTS AND THEIR TECHNOLOGY ASSESSMENT SCORES." International Journal of Research -GRANTHAALAYAH 8, no. 9 (September 30, 2020): 153–75. http://dx.doi.org/10.29121/granthaalayah.v8.i9.2020.1342.
Full textAbstract:
This study presented a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The paper examined the impact of eighth grade students’ specific digital product creation on their Technology & Engineering Literacy ICT scores. In order to gain a better understanding of the impact of computer use technology achievement of eighth-grade students, this study used a quantitative descriptive research design to analyze secondary data extracted from the 2018 NAEP data set. The findings include (1) using computers to create, edit, or organize digital media both for school work and activities beyond school increased overall ICT scores. (2) The average score of students who used computers to create presentations in school increased while those who did this activity after school time saw a decrease in scores. (3) Students who reported that they create spreadsheets mostly saw a decrease in their average ICT score no matter the frequency or purpose for the activity. These findings may indicate that there is an ideal frequency for digital product creation in school, but that these types of activities may not be indicative of real-world use which is how students are assessed.