Relevant bibliographies by topics / Information technology (IT) and information– and communication technology (ICT) in school

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Information technology (IT) and information– and communication technology (ICT) in school'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Information technology (IT) and information– and communication technology (ICT) in school"

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Fajri, Nur Sobihatul, and Novan Ardy Wiyani. "Manajemen Marketing Sekolah Berbasis Information and Communication Technology." J-MPI (Jurnal Manajemen Pendidikan Islam) 4, no. 2 (December 30, 2019): 107. http://dx.doi.org/10.18860/jmpi.v4i2.7857.

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<pre><em>The purpose of this research is to describe the process of marketing management of an ICT-based school at SMK Citra Bangsa Mandiri Purwokerto. This research uses a qualitative approach with descriptive methods. Data were collected using interview, observation, and documentation techniques. The data collected was then analyzed using Miles and Huberman's model data analysis techniques, namely data reduction, data presentation, and verification. The results of this study indicate that marketing at SMK Citra Bangsa Mandiri Purwokerto is carried out by utilizing ICT especially for school marketing. ICT-based school marketing is carried out through ICT-based school marketing management planning activities, organizing ICT-based school marketing, mobilizing/implementing ICT-based school marketing, supervision of ICT-based school marketing.</em></pre>
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Lamanauskas, Vincentas, Violeta Šlekienė, and Loreta Ragulienė. "INFORMATION COMMUNICATION TECHNOLOGY USAGE FOR INFORMATION SEARCH." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 9, no. 1 (April 10, 2012): 7–17. http://dx.doi.org/10.48127/gu-nse/12.9.06.

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Modern society receives a relatively big part of information using information communication devices. Information search possibilities are rapidly growing. On the other hand, the amount of information itself is expanding. One of the quickest ways of finding information is using internet search engines, e.g., “Google”, “Yahoo”, “AltaVista” and others. Their usage undoubtedly makes big influence on education. Pupils’ ability to find the necessary information is highly relevant. Thus, information search literacy is an inseparable component of general education. It is not enough only to find information, it is necessary to use it in the most effective way. Seeking to improve pupils’ information skills, it is necessary to know current position of an analysed question. The object of this research is information search using ICT. The aim of the research is to analyse how comprehensive school upper class students use ICT for information search. It has been ascertained by a research what additional information sources pupils use, where and how they get necessary literature, what information search engines and what electronic information sources they use most frequently. At least a few times per week apart from textbooks respondents use other literature as well (books, dictionaries, handbooks) for learning purposes. They use encyclopaedias very seldom or don’t use them at all. Pupils usually read books and newspapers which they have at home. They also use internet and library service; however, it is not popular to borrow books from friends or buy them. Pupils use internet daily both for leisure and learning. Girls more often than boys use internet for learning and for leisure – they use it equally. Respondents usually search information through Google search engine, less frequently – through Delfi. The other search engines and catalogues mentioned in the questionnaire are used very seldom, especially HotBot, Penki, On.lt and others. Both girls and boys, town and region pupils equally use search engines and catalogues. From electronic information sources respondents most frequently use internet encyclopaedia Wikipedia. Internet books and e magazines are read once a month on average, virtual library is scarcely used. It is absolutely not popular to use such sources as Nerandu.lt, tingiu.lt, Speros.lt. Key words: comprehensive school, electronic information sources, ICT, information search.
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Li, Xiaobin. "Information and Communication Technology in China." International Journal of Information and Communication Technology Education 5, no. 4 (October 2009): 34–43. http://dx.doi.org/10.4018/jicte.2009041004.

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This article provides an overview of the recent development of information and communication technology (ICT) utilized in Chinese elementary and secondary education. Specifically, the article discusses the positive impact ICT has on Chinese education, as well as the existing problems in the application of ICT. The potential for further developing education with ICT in schools is considered. In addition, challenges are discussed, and recommendations are made with regard to providing better education with ICT. The target audience of this article is policy makers, educators, ICT professionals and researchers.
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Kristiawan, Muhammad, and Muhaimin Muhaimin. "TEACHERS’ OBSTACLES IN UTILIZING INFORMATION AND COMMUNICATION TECHNOLOGY." INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 1, no. 2 (August 28, 2019): 56–61. http://dx.doi.org/10.33369/ijer.v1i2.8846.

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This study aims to study teacher barriers to utilizing information and communication media (ICT) for learning media. This research was carried out at Public Elementary School 24 Pulau Rimau located in Karang Manunggal village, Pulau Rimau sub-district, Banyuasin district. The subjects of this study were teachers at Public Elementary School 24 Pulau Rimau who tested 16 people. In conducting this research, data from certain sources are needed that are as expected in this study. The technique of collecting data is by observation and interview. Data were analyzed using percentages to see the percentage of respondents' answers. Furthermore, all data is processed by analyzing qualitative data, namely data reduction, data display, and data verification. The formulation of the problem in this study is what forms are questioned by the teacher in utilizing technology-based media in Public Elementary School 24 Pulau Rimau ? From the results of research on teacher barriers to using Information Technology (ICT) in Public Elementary School 24 Pulau Rimau, two aspects related to the ability of teachers and Information and Communication Technology (ICT) were inadequate. The obstacle of the teacher's ability to master ICT is that the teacher is not proficient in using computers, judging from the percentage of teacher answers, 75% say they are not proficient in using technology-based media, whereas using computers is one of the activities that support computer-based media. In addition, teachers do not have an advanced educational background in the use of ICT media. Another obstacle in terms of facilities, in Public Elementary School 24 Pulau Rimau there is no electricity network (PLN). In addition to not having a PLN, there is also the unavailability of computer facilities and laptops at the Public Elementary School 24 Pulau Rimau.
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Olofsson, Anders D., Ola J. Lindberg, and Göran Fransson. "Students’ voices about information and communication technology in upper secondary schools." International Journal of Information and Learning Technology 35, no. 2 (March 5, 2018): 82–92. http://dx.doi.org/10.1108/ijilt-09-2017-0088.

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Purpose The purpose of this paper is to explore upper secondary school students’ voices on how information and communication technology (ICT) could structure and support their everyday activities and time at school. Design/methodology/approach In all, 11 group interviews were conducted with a total of 46 students from three upper secondary schools. NVivo PRO 11 was used for a qualitative content analysis. Findings The results show that ICT plays a central role in the students’ schooling, not in terms of “state-of-the-art” technology, but rather as “state-of-the-actual”, by for example supporting the writing process and for peer support, digital documentation and storage. Research limitations/implications A relatively small number of students in three schools and three specific programmes make generalisations difficult. Practical implications Students’ perspectives on the “state-of-the-actual” could influence teachers’ use of ICT in education, their professional development activities and the development of an in-school ICT infrastructure. Social implications The study could lead to a better understanding of students’ expectations and use of ICT at school and in everyday life. Originality/value The originality of this paper is the focus on students’ voices about how the basic use and functionality of ICT could structure and support their everyday activities at school.
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Kim, Han Sung, Soohwan Kim, Wooyoul Na, and Woon Jee Lee. "Extending Computational Thinking into Information and Communication Technology Literacy Measurement." ACM Transactions on Computing Education 21, no. 1 (March 2021): 1–25. http://dx.doi.org/10.1145/3427596.

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As Information and Communication Technology (ICT) literacy education has recently shifted to fostering computing thinking ability as well as ICT use, many countries are conducting research on national curriculum and evaluation. In this study, we measured Korean students’ ICT literacy levels by using the national measurement tool that assesses abilities of the IT (Information Technology) area and the CT (Computational Thinking) area. A research team revised an existing ICT literacy assessment tool for the IT test and developed a new CT test environment in which students could perform actual coding through a web-based programming tool such as Scratch. Additionally, after assessing ICT literacy levels, differences in ICT literacy levels by gender and grade were analyzed to provide evidence for national education policies. Approximately 23,000 elementary and middle school students participated in the 2018 national assessment of ICT literacy, accounting for 1% of the national population of students. The findings demonstrated that female students had higher literacy levels in most sub-factors of IT and CT areas. Additionally, in the areas of strengths and weaknesses, the ratio of below-basic achievement among male students was at least two times greater than that of female students. Nonetheless, male students scored higher on CT automation, a coding item that involved problem solving using Scratch. Looking at the difference according to grade level, the level improved as the school year increased in elementary school, but there was no difference in middle school. When analyzing the detailed elements of middle school students, the automation factor of seventh grade students was found to be higher than eighth and ninth grade students. Based on these results, this study discussed some implications for ICT and computing education in elementary and middle schools.
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Daling, Rudy F. "Proposed Recommendations in Implementing Information and Communication Technology ICT Integration in Schools’ Curriculum." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (June 30, 2018): 2736–42. http://dx.doi.org/10.31142/ijtsrd15764.

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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.

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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.
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Bagon, Špela, Mateja Gačnik, and Andreja Istenic Starcic. "Information Communication Technology Use among Students in Inclusive Classrooms." International Journal of Emerging Technologies in Learning (iJET) 13, no. 06 (May 29, 2018): 56. http://dx.doi.org/10.3991/ijet.v13i06.8051.

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As inclusion has brought diversity into 21st-century classrooms, it has also brought challenges for teachers who must adapt their teaching to different groups of children with varying learning abilities, needs, and interests. It is believed that information and communication technology (ICT) can be used as a powerful tool to support inclusion and that information on students’ use of ICT can facilitate its integration. Our research compared the leisure and school-related computer use of students in inclusive classrooms. Frequency of computer use, types of ICT-supported activities, and attitudes toward computer use were explored. Consistent with previous studies, our results show that students with special needs (SN) and their peers use computers more frequently for leisure activities than school activities. Compared to their peers, students with SN use computers less frequently and for fewer leisure and school activities. They are also more resistant to computer use. No correlation was found between the presence of SN and a student’s desire to use a computer or opinion regarding whether computer use improves learning success. A comparison of male and female students revealed that males use computers more frequently than females, that they use computers more frequently for leisure activities than females, and that they have a stronger belief that computer use improves learning success. The presented work offers important information that may contribute to the integration of ICT in inclusive classrooms.
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Yazçayir, Nevriye, and Kıymet Selvi. "Information and communication technology competencies of class teachers." International Journal of Innovative Research in Education 3, no. 1 (December 15, 2015): 20. http://dx.doi.org/10.18844/ijire.v1i1.120.

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Teacher competencies refer to general information, skills and attitudes required for being an effective and a productive teacher. According to traditional approach, teacher competencies are determined in three main fields: field competencies, pedagogical competencies and cultural competencies. However, nowadays teacher competencies are discussed in broader and different dimensions with regard to reform studies in education, developments in teacher education, scientific results in the fields of education sciences and other sciences. ICT competencies defined as one of the teacher competencies have been one of the most important competencies for all individuals. While ICT competencies are included in some studies of teacher competencies in literature, these competencies are examined under the heading of “general competencies” and in a limited scope. This study aimed at to determine the ICT competencies of class teachers. This research was carried out as a qualitative research. In the research, the data gathered at four stages and with different data collection methods from class teachers and experts by means of using Delphi technique. In the first stage, three written open-ended research questions were given to 40 class teachers and teachers’ responses to these questions were taken in a written form. Teachers’ written opinions were analyzed by researchers and teacher’s ICT competencies were determined. In the second stage, a three-hour face to face brain storming meeting comprised of two rounds was organized and 20 class teachers’ opinions were collected. In the third stage, a list of class teachers’ ICT competencies were made based on the opinions determined at stage 1 and stage 2. The list was given to 20 teachers. It was been asked if they agree with competencies in the list. In the fourth stage, ICT competencies of class teachers was been defined based on the data gathered from the research. ICT competencies of teachers in research; competencies of ICT knowledge acquiring and maintain, competencies of ICT use in teaching design and practices, competencies of teaching and developing ICT skills to students, ICT competencies related to the development of their professional knowledge and skills, competencies of ICT use in student counseling services and competencies of ICT use in e-school applications including consists of six competency areas. Each subcompetencies that should be owned under the area of competence was also determined. Keywords: ICT, class teacher, competency, learning, education
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Dissertations / Theses on the topic "Information technology (IT) and information– and communication technology (ICT) in school"

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Cetinkaya, Yalcin. "Information And Communication Technology Education In Primary Schools: Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610180/index.pdf.

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This study aimed to provide a general picture of ICT education in primary schools. Through this aim, students&rsquo
perceived ICT competencies, their attitudes towards the ICT course, the characteristics of the teaching-learning process in the ICT course, the deficiencies of the IT classrooms and the effectiveness of the ICT Student Workbook were analyzed. This study was designed as a cross-sectional survey study. In order to collect the data, a self-reported questionnaire consisted of 63 items was developed by the researcher. The sample consisted of 442 Grade 8 students in 11 primary schools located in the metropolitan area of Izmit. Both descriptive and inferential statistics were utilized to analyze the data. Multivariate Analysis of Variances with Pillai&rsquo
s Trace test was employed to investigate whether the significant differences among dependent variables across independent variables existed. Results of the study indicated that primary school students generally perceived themselves competent in ICT tasks and they had favorable attitudes towards the ICT course. Significant differences were found in students&rsquo
perceived ICT competencies and attitudes with respect to gender, educational background of parents, computer ownership and availability of home assistance related to the ICT course. This study also revealed several obstacles which prevent taking full benefits of IT classrooms, and problems with the implementation of the new ICT program.
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Mdlongwa, Edward Thabani. "Information and communication technology (ICT) and enhanced learning at Pearson High School." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1011595.

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The advent of the 21st Century has seen a number of technological developments which affect almost every spectrum or aspect of our lives. Castells (2001) likens the power of ICT to the impact that access to electricity and clean running water in a community have had on human development. In the field of educational, information and communication technology (ICT) has become a core part in helping to improve the efficiency and productivity of both teaching and learning of any particular subject (Fallows and Bhanot, 2002).The aim of this study was to investigate to what extent ICT had enhanced learning at Pearson High School in the Summerstrand area of the Nelson Mandela Bay Municipality (NMBM). The results of the study were compared with similar studies in other schools in NMBM conducted at the same time. The study was qualitative and methods of data collection used were key informant interviews and focus group discussions.
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Alrasheedi, Hamed. "Information and communication technology (ICT) effects of gender training among Kuwait teachers /." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1251445284.

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Alrasheedi, Hamed S. "Information and Communication Technology (ICT): Effects of Gender and Training among Kuwait Teachers." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1251445284.

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Thankachan, Briju. "Concerns of Teachers: Information and Communication Technology (ICT)-Enabled Instruction in Kerala, India." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385465581.

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Wong, Mei Ling Emily. "Insights into the social ecology of information and communication technology (ICT) implementation in schools a quantitative approach /." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3251841.

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Durodolu, Mercy. "Foundation phase teachers’ experiences in integrating Information Communication Technology (ICT) into language learning and teaching at Uthungulu District schools." Thesis, University of Zululand, 2016. http://hdl.handle.net/10530/1620.

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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the award of the Degree of Master of Education (Early Childhood Education) in the Department of Foundations of Education at the University of Zululand, 2016
The increase in the use of Information Communication Technology (ICT) has caused a remarkable transformation in the field of education in the 21st century. This transformation has led to the restructuring of school curricula to incorporate ICT in order to equip teachers with the necessary tools to enhance achievement. The ability to read and write at the foundation level of education embraces the most fundamental skills learners obtain. To develop these skills, new methods and forms of teaching should always be considered. This is why the introduction of ICT innovation makes major demands on teachers’ professional skills. ICT plays a very crucial role in the expansion of language skills as it has become an indispensible way of learning and a valuable area of research for both teachers and learners. This paper explores the experiences of foundation phase teachers in integrating ICT into language learning and teaching focusing on Grade 3 teachers in six primary schools in UThungulu Education District. The following research questions were answered: What are teachers’ experiences in incorporating ICT into language learning? What are teachers’ attitudes towards the use of ICT? What is the level of teachers’ resistance to the use of ICT? What is the level of appropriate use of ICT for curriculum delivery in language learning and teaching? The study adopted a purposive sampling technique and a qualitative research method in which the researcher conducted focus group interviews and class lessons were also observed. The target population was primary school teachers from government and privately owned schools in the UThungulu district. Data were analysed using the descriptive analysis technique. The study revealed that only 1.2% of the schools investigated were well resourced in the field of ICT facilities. It was also observed that teachers who claimed to have ICT skills only have basic computer skills. The study also discovered that teachers in the UThungulu Education District are not familiar with any English language online learning resources and software. Schools lack proper funding to integrate ICT and teachers are rarely trained on proper integration skills. The study suggests ways that will lead to effective integration of ICT into language learning and teaching in UThungulu District schools: Policy makers should partner with teachers in drafting the English language curriculum so as to incorporate ICT; stakeholders in the education sector should provide and monitor funds allocated to schools in order to see to the successful integration of ICT in education; frequent ICT integration accredited trainings should be organised for teachers and ICT integration should be incorporated into the teacher education curriculum from the very first year.
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Nwaozuzu, Daisy Chioma. "The effectiveness of information and communication technology in schools on generic skills development : teachers, pupils and employers perceptions." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/f062094a-b7d3-4252-9abb-6ae096465c72.

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This mixed method study sought to explore the perceptions of key stakeholders in education, on the role and contribution of ICT in Scottish secondary schools towards generic skills development among pupils for post school transitions. The timing of this study coincided with a period characterised by contextual pressures globally, marked with technology changes, youth unemployment and curriculum reviews. A review of literature was conducted systematically to evaluate the explicit permeation of ICT in Scottish schools. A sequential mixed method design was adopted for the two phased study commencing with a convenience sampling technique for the first phase, involving 1364 upper secondary school pupils from all eight schools, 64 teachers and the 17 employers in one local Council in Scotland. A purposive sampling technique was applied to select two sample schools for the second phase, based on best use and practices of ICT. Questionnaires were administered online and in person at the first phase, followed by a semi structured interview at the second phase. SPSS was used for descriptive statistics, correlation analysis and one way Anova, while Nvivo 10 software was used for thematic analysis from the interview transcript. The study offers a framework for personalisation starting with identification of pupils’ ability and ICT skill level at inception classes, followed by a personalised learning design incorporating pupils’ interest, ability and post school destination. The study also proposes separate roles for teachers and policy makers in order to maintain teachers’ autonomy, as policy makers’ interference has been identified to have an impact on teachers’ professionalism, effectiveness and confidence necessary for imparting generic skills in pupils. A series of recommendations are provided for future research, including a longitudinal evaluation of generic skills acquired from individual school subjects through the upper school years to post school destination, to ascertain effective transfer and sustainability of generic skills.
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Tellez, Julio Cuauhtemoc. "Perceptions Regarding the Use and Experience of Information and Communication Technology from Female Students in a Catholic Middle School." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/226.

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Despite advancements in the search of equity, females still struggle to find acceptance in the field of information and communication technology. Research indicates that differences in perception of ability of ICT use begin to manifest in the middle school level. This mixed methods study explored the experiences and perceptions of 46 middle school females and males to expose possible influential factors about the use of ICT by females. The dissertation study occurred in two phases. The first phase involved a survey that was given to the entire middle school. Data from the survey provided participants for the second phase, which involved a focus group discussion with six female students in grades 7 and 8 to examine influential factors in the use of ICT. Findings indicated statistically significant differences between males and females exist at the study site. Females were more likely to (a) access ICT at the after school program and at a relative’s house; (b) identify a relative as an important influence in ICT; (c) share created media; (d) declare higher experience with Photoshop; (e) seek medicine as potential career and less likely to (f) report building a robot or invention using technology; (d) use ICT to play multi-user online games; (f) express interest in action, competition, and graphics in games (h) know terms such as firewall and torrent; (i) pursue careers as computer programmers, engineers, or computer game designers than their male counterparts. The findings support the need for school leadership establishing or enhancing a technology integration program to consider the difference between males and females as foundational cornerstone in the technology integration program.
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Sherlock, Martin. "A case study reviewing the integration of ICT across the curriculum in the primary school." Thesis, Ulster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250402.

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Books on the topic "Information technology (IT) and information– and communication technology (ICT) in school"

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Kaino, Luckson M. The use of information and communication technology (ICT) in learning: Gender difference in the attitudes of secondary school students of Botswana. Addis Ababa: Organisation for Social Science Research in Eastern and Southern Africa, 2009.

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The use of information and communication technology (ICT) in learning: Gender difference in the attitudes of secondary school students of Botswana. Addis Ababa: Organisation for Social Science Research in Eastern and Southern Africa, 2009.

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Kaino, Luckson M. The use of information and communication technology (ICT) in learning: Gender difference in the attitudes of secondary school students of Botswana. Addis Ababa: Organisation for Social Science Research in Eastern and Southern Africa, 2009.

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Ingram, John. Information communications technology in the high school classroom: A practical guide ot integrating the high school curriculum, classroom management and ICT. Chicago,Il: Shrew Interactive Multimedia, 1998.

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Nikol'skaya, Irina. Information and communication technologies in special education. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/967120.

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In the textbook examines the complex objective conditions of the process of Informatization of education, in particular the computerization special schools; highlights the positive and negative aspects of using it in education; explain the methodological basis for studying computer science in the special school. Provides an overview of the specialized and non-specialized software, has received the greatest popularity among teachers-practitioners. Special attention is paid to modern technology special training: are explicated possibilities of application of multimedia technologies in educational and correctional purposes, requirements and recommendations for e-textbooks for persons with impaired mental and physical development deals with a set of topical problems associated with distance learning. For extra review provides information on the history and development of information technology, necessary for the modern user of it. Includes checklists, themes, term papers and dissertations, tests for classification and the answers to the tests, a bibliography, and a workshop consisting of 36 practical operations. Meets the requirements of Federal state educational standards of higher education of the last generation. For students of higher educational institutions enrolled in the faculties of defectology.
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McCay, John Declan. Teacher attitude towards ICT (Information Communication Technology). [S.l: The author], 1999.

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Shafazand, Hassan, and A. Min Tjoa, eds. EurAsia-ICT 2002: Information and Communication Technology. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-36087-5.

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Shortis, Tim. The language of ICT: Information and communication technology. London: Routledge, 2001.

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Equity and information communication technology (ICT) in education. New York: Peter Lang, 2009.

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Anderson, Neil. Equity and information communication technology (ICT) in education. New York: P. Lang, 2009.

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Book chapters on the topic "Information technology (IT) and information– and communication technology (ICT) in school"

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Sarkar, Subrata, Sanjay Mohapatra, and J. Sundarakrishnan. "Impact of ICT on Primary Education." In Information and Communications Technology in Primary School Education, 1–9. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-42441-5_1.

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Benzie, David. "Separated by a common technology? Factors affecting ICT-related activity in home and school." In IFIP Advances in Information and Communication Technology, 83–92. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35668-6_9.

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Araújo, Catarina Liane, António José Osório, and Ana Paula Loução Martins. "Primary School Students’ Choices in Writing Opinion Essays: Using ICT Combined with Self-Regulated Strategies." In IFIP Advances in Information and Communication Technology, 323–34. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-74310-3_34.

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Katz, Yaacov J. "The Historical Relationship between Affective Variables and ICT Based Learning and Instruction and Achievement in the Israeli School System." In IFIP Advances in Information and Communication Technology, 324–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-55119-2_22.

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Sarkar, Subrata, Sanjay Mohapatra, and J. Sundarakrishnan. "ICT Policies for Primary Education and Different Initiatives Taken in India." In Information and Communications Technology in Primary School Education, 163–93. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-42441-5_6.

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Tarragó, Ferran Ruiz. "E-learning, ICT, and Learning Portals for Schools." In Information and Communication Technology and the Teacher of the Future, 279–90. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35701-0_31.

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Gustafsson, Mariana S. "Constructing Security: Reflections on the Margins of a Case Study of the Use of Electronic Identification in ICT Platforms in Schools." In IFIP Advances in Information and Communication Technology, 224–36. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-55137-6_18.

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Bottino, Rosa Maria. "ICT, National Policies, and their Impact on Schools and Teachers’ Development." In Information and Communication Technology and the Teacher of the Future, 41–47. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35701-0_4.

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Cox, Margaret. "The Effects of Attitudes, Pedagogical Practices and Teachers’ Roles on the Incorporation of ICT into the School Curriculum." In Information and Communication Technology and the Teacher of the Future, 145–58. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35701-0_16.

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Mhlana, Siphe, Baldreck Chipangura, and Hossana Twinomurinzi. "Conceptualizing Factors that Influence Learners’ Intention to Adopt ICT for Learning in Rural Schools in Developing Countries." In Proceedings of Sixth International Congress on Information and Communication Technology, 391–401. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2380-6_34.

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Conference papers on the topic "Information technology (IT) and information– and communication technology (ICT) in school"

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Porozovs, Juris, Anita Migleniece, Daina Voita, and Alvis Valdemiers. "THE IMPLEMENTATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN SCHOOLS OF LATVIA." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.80.

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Modern education is closely connected with implementation and using of information and communication technologies (ICT) in the teaching process. The questionnaire of teachers and directors of Latvia schools was carried out in order to evaluate the situation of ICT in schools and the attitude of school pedagogues toward this process. The results of the questionnaire showed that supply of schools with modern ICT in Latvia is not sufficient. The respondents expressed their views: what are the main obstacles of effective implementation of ICT in the study process and what are the priority challenges in the implementation of ICT in schools. Key words: information and communication technologies, schools, implementation, teachers, directors.
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Warlizasusi, Jumira. "The Optimalization School Based Management by Applying Information Technology and Communication (ICT)." In Proceedings of the Padang International Conference on Educational Management And Administration (PICEMA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/picema-18.2019.6.

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Abad, Alida, and Maria Rassetto. "A different approach fot training student teachers using Communication and Information Technology (ICT)." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2879.

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The aim of this research is to contribute to find new ways of teaching using the opportunities that Communication and information technology(ICT) give today. This contribution proposes a teaching strategy that allows students to think in a creative way and integrate technology in elementary school. This strategy consist in making the teacher student think themselves as inventors, detecting a need in society, designing and developing an invention that has not been yet patented. Creating marketing strategies for selling the product and presenting all this work in class for peers and teachers to evaluate. It was applied to student teachers during the period 2012- 2015 in a three month Seminary about the use of Technology at School. Surveys show that they are highly motivated with the methodology used at the Seminary and satisfied with the process. Most of them think that it is very useful when planning classroom work for children in elementary school. Presentations done for the seminary showed that the teacher students develop significant learning and many skills using information and communication technology (ICT) for learning purposes. Keywords: Technology, significant learning, teachers´ training
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Singh, Swarandeep, Esha Goel, Aman Goyal, Anupriya Chauhan, and Manu Sheel Gupta. "Information and Communication Technology (ICT) Development in Indian Schools: A Case Study." In 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.183.

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von Hellens, Liisa, Kaylene Clayton, Jenine Beekhuyzen, and Sue Nielsen. "Perceptions of ICT Careers in German Schools: An Exploratory Study." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3348.

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This paper reports on an exploratory investigation of the perceptions of information and communication technology (ICT) as a field of study and work in German secondary schools. A total of 160 students from five secondary schools in Lower Saxony participated in the study in February 2007, and four teachers of the students were interviewed. The investigation is part of the research carried out by the authors within the Griffith University Women in Information Technology (WinIT) project, which has been studying the problem of low female participation since 1995. In this paper we discuss German school students’ (male and female) and their teachers’ views of ICT, its use at school and home, their influences in using technology, and their ideas about working with technology in the future. We drew on the challenges faced and opportunities available to teachers in the study to put this in context. We found that many senior secondary students have not decided what they want to do when they finish school, suggesting that the environment is ripe for them to receive relevant and useful information that may help them to choose to study tertiary ICT courses. By dispelling negative ICT perceptions and allowing students to make an informed choice as to whether to take up a career in ICT, we can hopefully encourage more students into this ever-growing and exciting industry.
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Hadjerrouit, Said. "Didactics of ICT in Secondary Education: Conceptual Issues and Practical Perspectives." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3307.

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While there is a huge research literature on the field of ICT (Information and Communication Technology) as a tool in teaching and learning, there is much less research on the area of ICT as a subject or similar designations such as school informatics. As a result, there is a lack of theoretical grounding of the didactics of ICT and associated teaching and learning processes. One of the main reasons for the lack of theoretical underpinnings of the didactics of ICT is that there have been in the past and there persist even now strong disagreements and confusion about the nature of ICT as a school subject. While the content of the subject has been clearly defined in the school curriculum, the didactics of ICT is still unclear. This paper suggests ways forward in formulating a framework for conceptualizing the didactics of ICT. The framework draws on research in learning paradigms, epistemology, general didactics, conceptual, and curricular issues of ICT. The article also reports on implementations and evaluations of the framework that were carried out by trainee teachers in secondary schools.
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Young-Jun Song, Dong-Woo Kim, Nam Kim, and Jae-Hyeong Ahn. "Children location detection in school zone." In 2010 International Conference on Information and Communication Technology Convergence (ICTC). IEEE, 2010. http://dx.doi.org/10.1109/ictc.2010.5674762.

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Dubovečak, Ivana, and Ivan Prskalo. "THE ROLE OF STUDENTS 'KINESIOLOGICAL ACTIVITIES AND INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) IN FORMING LEISURE TIME FOR 8TH GRADE PRIMARY SCHOOL STUDENTS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0678.

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Jita, Thuthukile, and Loyiso C. Jita. "A DESCRIPTIVE ANALYSIS OF PRESERVICE TEACHERS’ OPPORTUNITIES TO LEARN TO TEACH SCIENCE USING ICTS IN SOUTH AFRICA." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.81.

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Research suggests that there is not enough integration of Information and Communication Technologies (ICTs) into subject teaching by graduate teachers across a variety of school settings. This points in part to the inadequacy of preservice teacher preparation. Hence, this research explores the question of how preservice teachers develop the necessary competence to teach, particularly science subjects, using ICTs, by examining the opportunities to learn (OTLs) that are provided at three different South African universities. Keywords: ICT, opportunities to learn, preservice teachers, science teaching, teacher education.
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Chisango, Grasia, and Carol Lesame. "EXPLORING ACCESSIBILITY TO INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AT DISADVANTAGED SECONDARY SCHOOLS IN GAUTENG PROVINCE- SOUTH AFRICA." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0178.

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Reports on the topic "Information technology (IT) and information– and communication technology (ICT) in school"

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Miller, John, Lori Bird, Jenny Heeter, and Bethany Gorham. Renewable Electricity Use by the U.S. Information and Communication Technology (ICT) Industry. Office of Scientific and Technical Information (OSTI), July 2015. http://dx.doi.org/10.2172/1215195.

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Anderson, David M., Michael G. Hoffman, Jackie M. Niemeyer, and Todd J. Samuel. Economic and Physical Linkages of the Information and Communication Technology (ICT) Service Industry to Key Industries of the Economy: An Ad Hoc Report. Office of Scientific and Technical Information (OSTI), January 2017. http://dx.doi.org/10.2172/1344050.

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Iyer, Ananth V., Samuel Labi, Steven Dunlop, Thomas Brady Jr., and Eki Amijaya. Cost and Benefit Analysis of Installing Fiber Optics on INDOT Projects. Purdue University, 2020. http://dx.doi.org/10.5703/1288284317131.

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The Indiana Department of Transportation (INDOT) is tasked with the stewardship of billions of dollars’ worth of public invested highway infrastructure. Not only does INDOT continually seek design and operational policies that foster cost effective project delivery and procurement, they also seek opportunities for revenue generation. Due to population growth and the increased demand for online connectivity and global information transmission, the fiber-optic cable industry has experienced rapid growth over the past few years. Information and communication technology (ICT) companies have long sought to achieve higher economic productivity by installing fiber-optic cables in the right of way (ROW) of access-controlled highways. Based on these developments, an experiment was conducted to measure the economic impact in Indiana. To determine this impact, a database was developed by compartmentalizing the analysis into (1) GDP per county per industry type, (2) the natural growth of GDP as a factor, and (3) the extent of contribution of broadband in the growth of GDP. A general formula was developed to incorporate the adjusted median income on both the industry and county levels, along with a broadband contribution factor. This formula was employed to determine policies that can produce optimum economic outcome by leveraging the Pareto method.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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