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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&rsquoperceived 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, 2016The 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.
8
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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Park, Melanie Lynn. "Middle School Teachers' Professional Development Needs for ICT Literacy Integration." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2751.
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This qualitative case study explored U.S. middle school teachers' professional development needs in Information, Communication, and Technology (ICT) literacy integration. Past literature has suggested that teachers should improve classroom practices that promote ICT literacy, but few studies have addressed educators' specific training needs. This study was designed to identify the unique professional development needs of academic teachers in a Midwestern middle school using focus groups and interviews to explore teacher perceptions of current technology usage as well as the barriers and/or facilitators of ICT literacy integration. The conceptual framework was based on Knowles's theory of adult learning, which suggested that adult learners are motivated when they understand the real applications of new information. Methodological triangulation was obtained using 3 teacher focus groups and 2 interviews with 17 academic teachers, 1 administrator, and 1 resource teacher. Transcription documents from the focus groups and interviews were color-coded to identify emerging themes. The findings revealed that the participants believed that their students currently use technology to access information, but rarely evaluate the validity of digital information. To address this deficit, a professional development plan was created with the goal of increasing teachers' ICT literacy integration skills in the area of information evaluation. This plan was designed to improve methodological practices and lead to better classroom instruction, creating positive social change by making educators better-equipped to meet the needs of their students. The local community will also benefit as students leave school better prepared to meet the demands of a technological workforce.
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Clarke, Lyndwill. "The information and communication technology infrastuctures in public schools in the Western Cape : a case study." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3043_1298880204.
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This mini-thesis attempts to explain the Information and Communications Technology (ICT) infrastructure in public schools in the Western Cape. The mini-thesis uses the case study as research design to explore aspects such as the motivation for using ICT, funding models, infrastructure models, ICT curriculum integration and teacher development. In order to gather data on the above, interviews and observations are used as research tools. The study begins with the exploration of the history of ICT infrastructure in South African schools and subsequently an international perspective is added through the literature review. Officials and teachers of the Western Cape Education Department (WCED) were interviewed to obtain their perspectives and a school was visited to observe procured ICT infrastructure. The results revealed that the WCED is using the Khanya project to deliver an ICT infrastructure to schools and to provide facilitation in the integration of ICT into the curriculum. It further showed that due to the rapid change in technology, Khanya had to adapt the hardware configuration on a regular basis and that this put considerable strain on and already small budget for ICT. The challenge that emerged is the lack of adequate ICT training for teachers. This could potentially hamper the integration of ICT and if not addressed, could serious hamper the WCED in its quest to deliver a technology based curriculum. The study concludes with conclusions drawn for the data as well as recommendations for effective ICT integration.
13
Malcalm, Ebenezer. "Ghana's Educational Policymakers and Their Impact on Information and Communication Technology Education: A Case Study of a Ghanaian Model Senior High School." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1331065342.
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Salleh, Sallimah Hj Mohd. "An examination of factors influencing Bruneian secondary teachers' use of information and communication technology in teaching: a survey exploration." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001505/.
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Examining teachers' attitudes/perceptions and their influence on behaviour can be an important step in understanding the psychosocial factors affecting teachers' use of Information and Communication Technology in teaching. This study attempted to provide such an understanding by elaborating Ajzen's theory of planned behaviour (TPB), a widely applied psychosocial theory in modeling behaviours. Basically, TPB explains a behaviour as a consequence of attitude towards the behaviour, subjective norms, and perceived behavioural control. These three direct factors of TPB are, in turn, influenced by salient beliefs or indirect factors: behavioural, normative, and control beliefs, respectively. In this study, the TPB was modified by (1) decomposing each of the three types of beliefs into two dimensions respectively, and (2) incorporating external variables – age, sex, subject taught, teaching experience, teaching period, qualification, level of class, classroom access, and computer laboratory access. Using these predictor variables, an Information and Communication Technology Use Model (ICTUM) was developed for assessment and comparison in performance with the TPB. Using a survey questionnaire, data were collected from a total of 1,040 secondary school teachers in eighteen government schools in Negara Brunei Darussalam. Structural equation modeling, using AMOS 5.0 software, was employed as the major statistical analytic technique for a series of data analyses: measurement model assessment for validity and reliability tests; and assessments of the models, ICTUM and TPB. The proposed model, ICTUM, was found to fit only marginally and the modification efforts through beliefs decomposition and external variables incorporation provided only a small increase in the amounts of variance explained by the predictor variables. However, the TPB model of direct factors was found to be a good-fitting model showing attitude towards behaviour, and perceived behavioural control; as predictors of intention; and intention as a stronger predictor of use of ICT than perceived behavioural control. By demonstrating the significance of those factors as predictors of intention and use of ICT, this study suggests that augmenting teachers' positive attitudes towards the use of ICT and supporting them technically and personally could encourage teachers to increase the use of ICT in their teaching. This study also suggested a need for future research on the direct influence of salient beliefs on intention, and behaviour (use of ICT) respectively. Although the TPB model is theoretically and statistically justifiable, further testing with different samples is required. Through its use of a theoretical and statistical modeling approach, the current study represents an initial step towards uncovering fundamental mechanisms that explain teacher use of ICT in teaching.
15
Davies, Michael J. "An exploration of the impact of continuing professional development (CPD) in information and communication technology (ICT) on primary school practice." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430366.
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Mireku, Akosua Agyakoma. "The impact of Information and Communication Technology (ICT) on effective teaching of environmental education in rural high schools." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/5675.
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Information and Communication Technology (ICT) has become commonplace entities in all aspects of life. Over the past twenty years, the use of ICTs has drastically changed the procedures of almost all forms of endeavour within business and governance. Additionally, throughout the world there is an awareness of the fundamental role of new ICTs in the field of education. Education is a socially oriented activity, and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to learner-centred learning settings. With the world moving rapidly into digital media and information, the role of ICT in education and the influence of ICT in schools cannot be overemphasised as its utility is changing the way learners learn, teachers teach, and how it supports staff work. Whilst ICT is fully integrated into many schools in the urban areas of South Africa, regrettably the same cannot be said about rural high schools. This has created a digital division between rural and urban high schools. Most of these rural high schools still do not have access to these technological tools and educators have not been given the professional training for them to integrate ICT in their lessons. This study explores the effectiveness of integrating ICT into teaching of Environmental Education in selected rural high schools. The quantitative study adopted survey research design with sample randomly selected for the study. From the findings, it can be concluded that integrating ICT in education cannot be comprehended by exploring the pedagogical orientations at play in the teaching and learning situation. It becomes the basis that teachers use ICTs to achieve the determined goals.
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Abou, Hassana R. H. "Using e-learning to improve the effectiveness of teaching primary school ICT." Thesis, Coventry University, 2008. http://curve.coventry.ac.uk/open/items/c24990e3-e0d7-3dbd-c3e1-b520a3146c41/1.
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Economic, social, technological and educational factors have led to an increase in the use of ICT (Information and Communication Technology) in education at all levels. Most research concerning this has focused on the way in which e-learning can be used to improve teaching and learning across the curriculum and has neglected the teaching of ICT as a subject (Hammond, 2004). In a 1999 Ofsted inspection, ICT was found to be the least well taught subject in primary schools. The present research considers how the teaching of ICT could be better supported in the UK and Saudi Arabia. In the first stage, an investigation was made of the teaching of ICT in UK primary schools to understand why its teaching had been rated unfavourably. It was discovered that teaching focused on technical aspects (i.e. how to use specific applications) whilst ignoring the communication and information parts. Although it has been argued widely that e-learning improves teaching and learning across the curriculum, observations showed that e-learning was not, in itself, used to support teaching of the ICT curriculum. Hence, this research explored the ways in which the teaching of the ICT curriculum (to 9-11 year olds) could be made more effective, particularly through the incorporation of e-learning material. It was hypothesized that the experience of teaching and learning could be enhanced if e-learning material was designed which specifically addressed the needs of the teachers and young learners. Evidence collected in the course of the research suggested that little material existed to support the ICT curriculum, and that e-learning material produced to support other subjects does not always suit the teachers’ needs. Therefore in the second stage of the research, a design approach that engaged end users (teachers and young students) was proposed which was tested and refined during the design of e-learning material to support the teaching of the Multimedia Unit of the ICT National Curriculum. The resulting e-learning material was evaluated in UK schools to determine the extent to which it satisfied user needs and its effectiveness in teaching the intended learning outcomes. The results in both cases were positive implying that such a method could lead to the production of useful supportive material. As a former Saudi Arabian computer teacher, one of my personal goals was to provide opportunities to improve the experience of teachers and children in my own country. As such I have been interested in how I can transfer my understanding of the UK educational system to my home country. Following the successful evaluation of the elearning material in the UK, a demonstration of how a child centred design approach can be used to design effective educational material. Unfortunately although such a process might produce more effective learning outcomes and pleasurable material, I also found that such an approach is considered incompatible with commercial design environments. In the last stage of the thesis strategies are discussed which could be used (particularly in Saudi Arabia) to encourage the producers of educational materials to engage in the design of more effective teaching and learning experiences, especially in relation to the primary ICT curriculum. One such strategy would be to train undergraduates in applying a more user centred design approach as an integral part of their practice. The resultant design approach has now been approved by the Director of the Graphic Design Department in Dar Al Hekma Collage (Jeddah – Saudi Arabia) to be taught as a design approach for designing e-learning material for children on the Information Design Course. Additionally, a set of recommendations was developed for the Saudi Ministry of Education addressing the sort of revisions needed to improve the ICT curriculum in Saudi Arabia.
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Castillo, Valenzuela Nancy. "The implementation of information and communication technology (ICT) : an investigation into the level of use and integration of ICT by secondary school teachers in Chile." Thesis, King's College London (University of London), 2006. https://kclpure.kcl.ac.uk/portal/en/theses/the-implementation-of-information-and-communication-technology-ict--an-investigation-into-the-level-of-use-and-integration-of-ict-by-secondary-school-teachers-in-chile(e5da8ae4-f381-4cce-8384-fea824cd9c23).html.
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Birks, Peter. "An investigation into a school-based ICT PD program." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16099/.
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This two-year longitudinal study sought to describe and evaluate a newly developed information and communication technology (ICT) environment and the associated schoolbased ICT professional development (PD) project within a State Government primary school. The overall aim of the research study was to investigate the most effective requirements to support teachers to be skilled, knowledgeable and confident in the use of ICT in their teaching roles. The teachers were the focus of the Research Study and not the students. The ICT environment and the professional development project's effectiveness was evaluated using data collected from participating teachers and the literature regarding components of effective ICT professional development. The Research Study used qualitative and interpretive methods to illuminate and expand on what it means to provide effective ICT PD within the primary school context. The components of the ICT-enhanced environment were studied in detail to provide feedback and findings that may also be useful in other educational settings with modification. The study provided evidence that, apart from providing and developing individual ICT PD components, a collection of inter-related components was necessary at the same time for successful ICT PD to be achieved. The components of the PD project have been discussed individually and collectively in terms of their effect on the research subjects, the teachers themselves. Four global factors were identified for effective ICT PD and they were used as a framework for the study. These were teacher characteristics, authenticity, support and the ICT-enhanced environment.
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Koranteng, Kesewaa. "Access and use of information and communication technology for teaching and learning amongst schools in under resourced communities in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1353.
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Thesis (MTech(Information Technology)) --Cape Peninsula University of Technology, 2012Due to the legacy of apartheid South Africa is facing developmental discrepancies with inequalities between the advantaged few in the more urban areas and the disadvantaged majority in the rural areas. With quality education being key, not only to the success of an individual but of a country’s development, efforts have been made to ensure equal access for all. ICT is seen as a key enabler to this end. The study investigated the status of ICT deployment and its integration into curricula in schools. The objective was to understand the factors affecting the efforts to achieve successful implementation of ICT integration into schools in underdeveloped areas, to understand the challenges that exist and ultimately, to inform solutions. A qualitative study was conducted, using a case study method. A purposive sampling method was used to select population elements; educators and school coordinators of ICT programs in Western Cape schools (i.e. Kulani Secondary, Sithembele Matiso Secondary, Macassar Secondary and Marvin Park Primary). To gain an understanding of the status quo, literature was explored and semi-structured interviews were conducted with ICT coordinators and educators within the 4 sampled schools. Activity theory was used to provide an analytical framework for the study. Through this framework the aims and objectives of the study were conceptualized and summarized to form a graphical representation of the phenomena under study. In spite of efforts to ensure universal access to ICT, the findings indicate that the status of ICT deployment and its integration into school curricula is far from favourable in underdeveloped schools.
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Goktas, Yuksel. "The Current Status Of Information And Communication Technologies Integration Into Schools Of Teacher Education And K-12 In Turkey." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607829/index.pdf.
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The purpose of this study was to investigate the current status of schools of teacher education (STE) in Turkey in terms of how they prepare future teachers to use information and communication technologies (ICT) in their professions, and the current situation of K-12 schools in terms of how teachers employ ICT in their professions. The primary focus was to develop a deeper understanding of ICT perceptions, competencies, classroom use, related courses effectiveness, main barriers, and possible enablers to integrating ICT.
This study may contribute to the existing literature by revealing and establishing baseline data on the current status of ICT integration into schools of teacher education and K-12 in Turkey. The results of this study can be used by policy makers, Ministry of National Education, Higher Education Council, universities, and K-12 schools to reexamine the current status of ICT and revise related policies, strategies, and courses. A mixed method approach was used by utilizing questionnaires from 51 deans, 111 faculty members, 1330 prospective teachers, and 1429 K-12 teachersand interviews with 6 faculty members, 6 prospective teachers, and 6 K-12 teachers. It could be interpreted from the results that most of the participants expressed positive perceptions about the integration of ICT into teacher education and K-12 schools. Generally, faculty members perceived themselves as competent overall, while prospective and K-12 teachers did not. Faculty members and prospective teachers perceived ICT related courses beneficial and effective in ICT integration into education. On the other hand, K-12 teachers showed a degree of overall unsure (neutral) perception towards their ICT related courses and considered themselves well prepared for professional life. There were strong agreements between the participants as to the main barriers and possible enablers.
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Agiorgitis, Georgios. "ICTs use in the public Greek Primary Schools: the teachers' experiences." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68717.
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Education is a sector that has the potential to become a critical area of action for the full exploitation of ICT. Educational systems of developed and developing countries have an ever-increasing tendency to apply ICT to education, in an attempt to prepare their students for the future's society. This thesis attempted to explore what kind of ICT is used in the Greek Primary Schools and develop an understanding on the relationship between the ICT and the teachers. The philosophical background is post-phenomenology and the methods chosen for collecting data for this research are policy document analysis and interviews. The empirical findings show that various ICT are being used in the classrooms of the Greek Primary Schools, others widely and others occasionally. The research compares the legal framework revolving around ICT in Primary Schools in Greece, with the teachers' own experiences and shows that the guidelines suggested by the Greek Ministry of Education cannot be followed easily, due to economical and pedagogical reasons. It also investigates the ICT's effects on the teachers and the students through the teachers' own words and perceptions. The effects are mostly positive, there are mentioned however, some negative ones to take into consideration. Finally, the research presents a number of sectors where the participant teachers suggested there is room for improvement. By comparing the legal framework with the situation in the Primary Schools, this research adds a new perspective to the previous literature. The findings show that the current situation can be improved and the teachers' statements may trigger further research.
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Almaghlouth, Osamah Abdulwahab D. "Saudi secondary school science teachers' perceptions of the use of ICT tools to support teaching and learning." The University of Waikato, 2008. http://hdl.handle.net/10289/2432.
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This research was conducted to investigate the Saudi science teachers' perception of the use of Information and Communication Technology (ICT) tools to enhance teaching and learning and undertake a small and groundwork examination of these teachers current use of ICT. It draws on the interpretive paradigm (Cohen Manion, 1994), where the focus is on how people interpret and make sense of their world. From this interpretive perspective the beliefs of Saudi secondary school science teachers, in relation to the benefits of ICT, their current use of ICT and their perceived needs for improvement in the use of ICT in the classroom were investigated. Saudi secondary schools science teachers from both girls' and boys' schools in three different types of schools have been involved in this study. There were 28 government schools (9 girls' and 19 boys' schools), four small schools in rented premises (2 girls' and 2 boys' schools) and four Aramco schools (1 girls' and 3 boys' schools). These schools were in different districts: Aldammam city, Alkhobar city, Aldahran city, Alqateaf city and Sufwa city. The teachers were asked to voluntarily participate in the study and 131 teachers out of 200 (86 male and 45 female, 65 %) completed the questionnaire. Analysis of the data, together with the relevant literature builds a picture of the use of ICT in science education. Providing ICT hardware and software resources to a school is not enough to ensure significant developments in use of ICT for teaching and learning in Saudi science classrooms. Access to working ICT continues to be an issue for these teachers. Although teachers identified many benefits to teachers and students from using ICT and had made individual efforts to develop their use of ICT for admin planning and lesson preparation, they also identified barriers. These barriers focused on a lack of appropriate professional development and technical support. The findings have implications for future development in the area of ICT. It is expected that the results of the research will guide future research and development in the country and outline the importance of the use of information and communication technology in education for teachers, students, parents and decision-makers. It will contribute information towards decision-making and planning in future projects.
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Ajuzie, Peter. "Utilization of information and communication technology and educational games in senior secondary schools in Owerri, Imo state Nigeria : Challenges and prospects." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12929.
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Use of information and communication technology in formal education settings is a fundamental issue in management of education across the globe. But in Africa the issues takes a different turn as it regards to how to apply and utilize technology in education. Facility and technology experts have been on debate across board as the literature implies. Thus, understanding the digital native factors behind individuals’ application and utilization is central to the development of ICT in Nigeria and Africa in general. The main goal of this thesis was to explore factors influencing effective utilization of computer and ICT (Computer laboratories) in the secondary school level. However, in the literature the thesis identify issues affecting utilization of computer and ICT facilities in Sub-Sahara Africa (SSA), Nigeria and secondary schools (SS). The thesis proposed the use of educational games to drive the concept of utilization of computer and ICT facilities in the educational sector. In addition to the main goal of the thesis, use of computer and ICT facilities in secondary schools are explored alongside teachers and students interest in educational games. Qualitative interviews and a questionnaire survey were used in conduct of the study. Thematic and descriptive analysis was used to analyze the qualitative and quantitative data respectively. The results indicate that computer and ICT facilities (Computer laboratories) were poorly utilized by teachers and students due to lack of funds, poor infrastructure and technology knowledge. The results also demonstrate that teachers and students have knowledge about educational games and are willing to apply it in teaching and learning. But the issues of application of educational games into the mainstream could be hindered by Government curriculum policy and infrastructural facilities. The study indicates the relevance of applying educational games in secondary schools to reduce the level of digital divide among graduates. This thesis further argues that the inclusion of educational games would encourage teachers and students to effectively utilization of computer and ICT Facilities (Computer laboratory).
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Savill-Smith, Carol A. "Introducing information and communications technology (ICT) into the secondary school classroom : pupils' experiences of data logging and its impact on their learning." Thesis, Brunel University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394792.
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Koranteng, Kesewaa. "How the use of information and communication technology enables school teachers to generate educational outcomes: case of South Africa." Doctoral thesis, Faculty of Commerce, 2020. http://hdl.handle.net/11427/32712.
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Problem Statement: ICT is said to improve educational efficiencies and aids in addressing educational shortcomings in the developing world context. Although ICT holds the potential to greatly improve teaching, why and how ICT has the probability of transforming teaching, for actors and within the developing world context remains uncertain. The potential impact of these tools may be affected by contextual and socio-cultural factors. Socio-cultural factors may have a negative consequence on students' learning and can increase educational inequalities, especially in developing countries. The challenge is that existing research does not clearly explain how educational outcomes are generated through the use of ICT within the social-cultural context of teachers. Purpose of the research: The objective of this study was to examine how educational outcomes are generated through the use of ICT in a developing world context, at a micro-level – an individual. The aim was to investigate how the use of ICT enables opportunities for school teachers to generate educational outcomes. Research approach: The study adopted an interpretive approach using a qualitative method. The study adopted a case study method. The study drew on the Capability Approach (CA) as supplemented by individual differences conceptual framework and taxonomy of ICT affordances as a theoretical lens to explain why and how ICT affects teaching, for whom and in what context. The study analysed the patterns between opportunities determined by affordances, individual differences that affect how ICT is used and educational outcomes. The study used a purposive sampling method to select seven schools. From the seven schools, fifteen teachers, seven principals, seven ICT coordinators or personnel in charge of ICT, and two heads of e-Learning in Western Cape education districts. Data was obtained through background documents, semistructured interviews and direct observations of teachers. Key findings: ICT enabled teachers to generate three outcomes: (i) teaching capability outcomes that led to improvements in content delivery, communication, and lesson preparation relating directly to teaching, (ii) basic human capability outcomes led to the needs of the teachers regarding their well-being being met (iii) communication capability outcomes led to teaching communities consisting of teachers that share resources and expertise. Individual differences of teachers, personal data (such as age, ICT skills training, education and level of expertise in the subject taught), social factors (rules and policies), shaping and influencing factors (such as personality type and role model) and environmental context (such as habits, customs, beliefs and cultural values) determined how teachers used ICT to enable capabilities. Various factors (such as infrastructure, learner engagement and excitement as well as ICT skills training) affected the choice of teachers to act on the opportunities afforded by ICT to generate educational outcomes. The value of the study: The study makes three contributions. First, the research suggests theoretical propositions for explaining how the use of ICT enables teachers to produce educational outcomes. The study developed a conceptual framework by integrating Amartya Sen's CA, individual differences conceptual framework and taxonomy of affordance to explain how educational outcomes are generated through the use of ICT in the developing world context. The study found the ICT artefact, features, supportive function (such as training and support) and affordances enabled opportunities, the teachers acted on these opportunities to generate efficiencies in teaching, their well-being and the broader educational community within the context of individual differences. Second, the study provides recommendations for planners and implementers to address issues on the actual realisation of ICT benefits by creating effective strategies that aim at improving implementation of ICT in schools. These strategies should look at the opportunities generated from ICT and how teachers use these opportunities to achieve educational outcomes. Additionally, recommendations were provided for e-Learning coordinators who wish to deploy ICT and integrate it into schools' curricula to equip teachers with all the components of TPACK (Technology, Pedagogy and Content Knowledge). Additionally, e-Learning coordinators should provide a space for teachers to experiment, highlighting existing practices and providing support to achieve their personal goals, which are part of their value system. Third, empirical evidence and theory in this thesis contribute to the knowledge of ICT in education assessments by offering a better explanation of the capability outcomes in ICT in the education field.
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Ntombovuyo, Klaas. "An investigation of the effective use of information and communication technologies (ICT) for primary school teachers in the transfer of knowledge." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1052.
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Thesis (MPhil (Information Science))--University of Stellenbosch, 2006.ENGLISH ABSTRACT: We are in the era where Information and Communication Technologies (ICTs) are increasingly becoming as common as desks and chalkboard in our classrooms. Government, students, parents and the community at large are now expecting ICTs to be integrated in the school curriculum and to be used as tools of instruction.
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Figueroa-Rivera, Joan Arelis. "ICT and Critical Literacy in Middle School for 21st-Century Competencies and Critical Democracy." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7644.
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Twenty-first-century competencies have been identified as vital thinking and working skills for the 21st century. Students could contribute to social change by using information and communication technology (ICT) while developing 21st-century competencies, but this type of experience is not frequent at schools. The purpose of this qualitative case study was to examine the experiences of 2 middle-school teachers and their 6th-grade students as they used critical literacy strategies and ICT to promote 21st-century competencies and critical democracy in a Midwestern public school. This case study was guided by the critical democracy, critical pedagogy, and competency-based education theories. The research questions asked what the experiences of the teachers and the students were, what were the reflections of the teachers about their teaching practices, and what were the students’ reflections about their learning experiences. Data were gathered through interviews, students’ online discussion forums, and artifacts. An adapted analytic induction process was used to analyze the data and explain the phenomenon. The key findings generally supported the framework developed by the Partnership for 21st Century Learning (P21), which is a coalition of businesses, education leaders, and policymakers whose goal is to promote 21st-century competencies in schools. However, the findings indicated that when applying the P21 Framework for social change purposes, an international human rights perspective needs to be added. This study demonstrated how students can develop 21st-century competencies through the implementation of ICT to address injustice and inequity in society and contribute to positive social change.
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Van, Niekerk Molly Patricia. "Principals' influences on teacher professional development for the integration of information and communication technologies in schools." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-05022009-175019.
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Enakeyarhe, Omafume Matthew. "Using practical inquiry to support Self-directed Learning : A case study on ICT competence development program for elementary school teachers in a Swedish Municipality." Thesis, Mittuniversitetet, Avdelningen för data- och systemvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-29116.
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Information and communication technology has for long been integrated into learning and teachers utilize all forms of digital technology for communication as well as to simplify learning. To adapt, teachers need to personally or through informal learning process, learn about new technologies and how to utilize them to improve learning. To personally educate themselves, the teachers need to dedicate time and resources to identify ICT competence areas where is needed and sort for resources to solve it. This thesis investigates the process of self-directed learning with a group of teachers in a planned competence development program within a local municipality’s educational department, on the use of digital technology to integrate into classrooms. With action research that integrates instructional learning from the organizations perspective and inquiry learning from teacher’s perspective, self-directed learning process was tested as a simple and structured process for self/collaborative learning, for participants. The result was a series of events that summarized why teachers could not follow the learning process, with a conclusion that in order for teachers to be self-directed in learning new ICT, the organizational need to allocate time not only for instructional learning, but also for inquiry learning.
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Al-Majeeni, Amal Obaid. "The integration of information and communication technology into basic education schools in Oman : a study of teachers' use of ICT and the influence of related factors." Thesis, University of Hull, 2004. http://hydra.hull.ac.uk/resources/hull:5608.
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This study investigates teachers' use of Information and Communication technology (ICT) in Basic Education schools in Oman. The introduction of ICT was a reform in the education system embarked upon in 1998 which aimed to transfer the schools from the traditional style to more progressive through the integration of technology into teaching and learning. The main focus of the present study is on exploring the influence of different factors on the use of ICT, such as the availability of different types of equipment, teacher training, learning resource centres, administration and attitudes toward the importance of the educational technology to the teaching-learning process. The study is based on both quantitative and qualitative data gathered using a variety of methods: questionnaires, interviews and classroom observations. The questionnaire sample consisted of 743 teachers. Interviews and observations were conducted with 23 teachers in all regions in Oman. Results indicate that teachers' use of ICT was low and most of them (around two thirds of the sample) still rely on traditional media tools; ICT use by Basic Education teachers was still confined primarily to laboratory settings; and teachers' technology experiences were not directly integrated into daily classroom instruction or lesson planning. Access to resources, time, training, home use and support were identified as factors that influence the integration of technology into daily instruction. Among the findings of the study are continuing weaknesses in ICT integration and the need for improved and more flexible in-service training. In addition, the study argues that the main concern of the Basic Education teachers was the lack of support, which could be improved by offering technical, administrative and suitable guides and knowledge to help them the achieve the higher levels of ICT integration.
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Purnell, Dianne. "The changing role of teachers in embedding ICTs into the curriculum : a case study in a Tasmanian school /." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13498.
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Information Communication Technology (ICT) can provide innovative learning experiences, but in all cases a great deal depends upon the teacher to provide the context to make this possible. This study focuses on the role of teachers and their needs in embedding Information Communication Technologies into the curriculum in a Tasmanian Government Senior Secondary College.The purpose of the study was to explore what support and encouragement teachers need to successfully incorporate ICTs into the curriculum. In particular, it looks at what motivates teachers to change their practice, in what ways their practice changes and what support is essential for that change to be lasting and worthwhile.Three learning areas were selected for the study, LOTE, English, and Mathematics. There were a total of eleven teachers plus the researcher and eight classes of students. The majority of data collected was qualitative in the form of documents, interview and observations. Quantitative data was collected mainly through surveys.The study focused on the following key elements required for teachers to embed ICTs into the curriculum:1) The role of management;2) The role of teachers (pedagogical, technical);3) Requirements for technical assistance;4) Time allocation; and5) Professional development.Resulting from the study are a series of recommendations for education departments, Principals, ICT managers and teachers to assist them in implement the embedding of ICTs into the curriculum.
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Zakre, Kenan. "The Use Of Learning Management Systems In Primary Schools : A Qualitative Study Among Teachers In Sweden." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81310.
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Information and Communication Technology is used in the education field in Sweden toimprove learning quality. The aim of this research is to investigate the use of LearningManagement Systems in primary schools, in the specific context of the role of LearningManagement System (LMS) in learning and teaching processes from teachers‟perspectives. Furthermore, This Thesis aims to explore teachers‟ perceptions of how touse this learning management system which is used in primary Swedish schools.Six teachers from two different primary schools in small municipality in the south ofSweden participated in semi-structured interviews. The theoretical model of UnifiedTheory of Acceptance and Use of Technology (UTAUT) inspired this qualitativeresearch along with the other related past studies. This quantitative model was only usedto sensitize the research process, for collecting and analysing qualitative data in thisstudy.The different elements of the theory such as performance expectancy, effort expectancy,social influence and facilitating conditions along with studies helps in conducting studybasedon qualitative approach for analysing the interviews. The research results indicatethat teachers were content with the usage of this learning management system, but thereis a lack of knowledge regarding this system. The system is helpful in performanceevaluation, planning, communication and overall working for routine tasks. Theresponses of interviews showed that teachers are not trained for using the features ofLearning management system in the way that it is designed for. The findings showed thatteachers require the support from professionals to integrate the system into their routineplanning. Furthermore, they also emphasise on the need to make the system user-friendlywith easy navigation. The findings of this study were compared to previous studies, anda further comparison was carried out regarding how it relates to the determinants andmoderating factors such as peer influence, internal perceptions and motivations, timeconstraints, organisational structure and facilitating conditions. Hence, support andtraining are needed to enhance learning and teaching through this Learning managementsystem.
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Ngololo, E. N. (Elizabeth Ndeukumwa). "An evaluation of the implementation of ICT policy for education in rural Namibian schools." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24841.
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Many governments across the world have invested a lot of resources in information and communication technology (ICT) development with an aim to enhance teaching and learning using technology in schools. New educational ICT policy issues emerged and new patterns of ICT related practices are observable in education. This initiative has necessitated the development of National ICT Policies that will guide the implementation process in schools. Namibia has adopted the National ICT policy for Education in 2005 and the National ICT Policy Implementation Plan in 2006. Since the adoption no study was done to evaluate the implementation process, especially in rural schools where the teaching has been proven difficult. This study evaluates the implementation of the National ICT Policy for Education in Namibian rural junior secondary schools, especially in science classrooms. The thesis is a mixed methods study, undertaking survey and case studies. The study was conducted in the three educational regions, namely, Ohangwena; Oshana; and Oshikoto in Northern Namibia were 163 schools were sampled. The purpose of the study was to describe how ICT is being implemented in science classrooms and also explore factors that affect ICT implementation in rural schools. The study’s findings indicate that the rural schools in Namibia are in the initial phase of ICT implementation. ICT use and pedagogical use is low due to lack of professional development courses, pedagogical support and lack of ICT related resources. However, the few schools with high pedagogical use of ICT have shown an entrepreneurial leadership style and vision of the science teachers. The relational analysis suggests three main predictors of ICT implementation in rural schools. These findings were confirmed through case studies of successful schools. In addition, the findings were legitimised by the participants of the ICT use conference. The Kennisnet model (2009) was adopted and adapted as a conceptual framework for this study. The Howie model (2002) provided the frame within which the structure of input, process and outcome could be identified. The data was consistent with the adapted Kennisnet model (2009) and added five more constructs namely, entrepreneurial leadership, science curriculum goals, entrepreneurial science teachers’ vision, general use of ICT. The general use of ICT and attitudes of the science teachers influences the pedagogical use of ICT as added to the Howie model (2002). The results of this research suggest ways to improve the pedagogical use of ICT in rural schools; enable policymakers to make informed decision about resource allocation to the rural schools; and on teacher professional development in order to improve the current rural situation regarding ICT use.Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
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Wahlström, Maria. "Informations- och kommunikationsteknik inom Sva : – Fem lärares motivation, teknik och metoder inom IKT." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65468.
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Syftet med denna intervjustudie är att se hur lärare arbetar med informations- och kommunikationsteknik (IKT) i sin undervisning, inom svenska som andraspråk. Kvalitativa semistrukturerade forskningsintervjuer gjordes med Sva-lärare i Stockholm. Studien utgår ifrån två övergripande forskningsfrågor; dels hur lärarna motiverar användandet av IKT och dels vilka metoder och verktyg inom IKT som används. Resultatet visar att tekniken har en central del i lärarnas undervisning och tjänar olika syften. Dels blir eleverna mer motiverade när de aktiveras och själva tar tag i sitt lärande, det blir också mer underhållande undervisning och det underlättar en individanpassad undervisning, stimulerar olika inlärningsstilar och kan underlätta lärarens arbete. Lärarrollen ersätts inte av tekniken, utan får nya former då läraren kan möta eleverna oberoende av tid och rum. Verktygen de använder skiljer sig åt men samtliga arbetar med lärplattformar (via mobil, datorer eller I-pads) och samtliga låter eleverna ha sina privata mobiltelefoner till hjälp. Lärarna upplever utmaningar, såsom när ITsatsningar läggs ner, de upplever sig ensamma om sitt engagemang i skolan eller får brist på tid att utforska teknikens möjligheter ytterligare.The purpose of this study is to investigate how teachers work with information and communication technologies (ICT) in teaching Swedish as a second language. Qualitative semi-structured research interviews where done with five teachers in Stockholm. The study is based on two overarching research questions; the teachers reason of using ICT and second which methods and tools they use. The result shows that ICT has a central role in teaching and serve different purposes. The students are more motivated when they are activated and they reach higher control in their learning, it also becomes more entertaining teaching and it facilitates individualized teaching, stimulates different learning styles and more. The role of the teacher is not replaced by technology, but it takes on new forms when the teacher can meet students regardless of time and place. The tools they use are different but they all work with learning management systems (via mobile, computers or I-pads) and all teachers allows students to have their private mobile phones. Teachers are experiencing challenges such as IT investments closed down, they feel alone in their involvement in school or have a lack of time to explore further opportunities with the digital work.
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Chabinga, Kelvin. "Investigating the integration of Information and Communication Technologies (ICTs) in Grade 6 English Home Language Literacy: A Case Study of one Primary School in the Western Cape." University of the Western Cape, 2015. http://hdl.handle.net/11394/4812.
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Magister Educationis - MEdAbstract The aim of this study was to investigate the use of Information and Communication Technologies (ICTs), through the use of iPads in English Home Language in the Intermediate Phase, with a special focus on Grade six, at one primary school in the Western Cape. Through the lens of the Sociocultural and Constructivist theories, the study investigated how iPads were used for language and literacy development in the Grade six classroom where English was the main medium of instruction. The study was purely a qualitative single case study involving one teacher and one class of 28 learners at a well-resourced former-white school in Cape Town. Data was collected through classroom observations and interviews. The interviews were conducted with six selected learners, one Grade six teacher, the Head of Department (HOD) and the Principal. The analysis of the transcribed interviews, video recordings and documents was done through the Atlast.Ti 7 software package. The findings of the study show that Grade six learners had good access to ICTs, and had no difficulties in using iPads for language and literacy learning. Their competence was associated with their high socio-economic backgrounds as most of them were from middle class families. The findings also indicated that teacher disposition had a positive impact on ICT implementation in the English lessons. Another interesting finding was that while the school had successfully adopted ICT as a teaching and learning resource, the Grade six teacher’s pedagogical strategies did not enhance learners’ comprehension of certain language (English) aspects such as grammar because there was no special training for integrating ICTs in language teaching. Overall, the results showed that the iPad is an extremely potential tool for literacy development and it encourages not only learners’ active engagement and collaboration as directed by the teacher, but also learner initiated engagement and collaboration. The study concludes that while many well-resourced schools seem to do well with regard to access to ICT and its integration in teaching and learning, technology cannot completely replace the role of the teacher in the classroom. There is a need for teacher development to enhance their own understanding of ICTs and how to use it for effective language and literacy teaching and learning.
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Silveira, Júnia Mariusa dos Santos. "O papel do diretor escolar na implementação das tecnologias de informação e comunicação: um estudo em duas escolas da superintendência regional de ensino de Caratinga (MG)." Universidade Federal de Juiz de Fora, 2015. https://repositorio.ufjf.br/jspui/handle/ufjf/1835.
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O objetivo deste trabalho é identificar qual o papel do diretor, suas ações que permitem a inserção das tecnologias no ambiente escolar e sua participação para a transformação da sala de informática num lugar de aprendizagem. As TIC estão cada vez mais presentes no cotidiano escolar e o uso efetivo dessas tecnologias é um desafio para diretores, professores e alunos. Nesta perspectiva, analisou-se duas escolas da Superintendência Regional de Ensino de Caratinga que possuem equipamentos tecnológicos instalados com o intuito de identificar se existe uma efetiva utilização das tecnologias no cotidiano escolar, mais propriamente a sala de informática. Verificou-se como o diretor escolar, sendo ator protagonista na utilização das novas tecnologias no ambiente educacional, pode fomentar o uso da sala de informática como ferramenta de apoio pedagógico e, reconhecendo seu papel como agente implementador destas tecnologias analisar, em virtude das novas tendências, sua perspectiva na implementação das TIC no cotidiano da escola. Trata-se de uma pesquisa qualitativa em que os instrumentos utilizados foram o grupo focal, aplicado a professores e alunos do 5º ano do Ensino Fundamental – anos iniciais, e a entrevista semiestruturada, aplicada aos diretores das duas escolas. Com base nos resultados da pesquisa, foi proposto um Plano de Ação Educacional – PAE, por meio do qual foram estabelecidas ações que viabilizem o uso das TIC nas escolas, como a formação docente, a inserção de projetos no PPP das escolas que fomentem o uso das TIC na prática pedagógica, a ampliação e reestruturação das salas de informática.
The objective of this study is to identify the role of the principal, his/her actions that allow the integration of technologies in the school environment and his/her participation to transform the computer room into a place of learning. ICTs are increasingly present in the daily school and the effective use of these technologies is a challenge for principals, teachers and students. In this perspective, we analyzed two schools of Caratinga Regional Superintendence of education that have installed technological equipment in order to identify whether there is an effective use of the technologies in everyday school life, more specifically the computer room. It was found as the school principal and actor protagonist in the use of new technologies in the educational environment, can promote the use of the computer room as an educational support tool and recognizing its role as implementing agent of these technologies to analyze, because of new trends, his/her perspective in the implementation of ICT in the school routine. It is a qualitative research, where the instruments used were focus group, applied to teachers and students of the 5th year of primary school - early years and semistructured interviews applied to principals of the two schools. Based on the results of the research it was proposed an Educational Action Plan - EAP, through which actions have been established that enable the use of ICT in schools, such as teacher training, the inclusion of projects in the schools PPP that promote the use of ICT in pedagogical practice, the expansion and restructuring of computer rooms.
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Danieliūtė, Vaida. "Informacinių technologijų taikymas logopedų darbe." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130730_105233-29791.
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Magistro darbe analizuojamas informacinių technologijų taikymas Lietuvos logopedų darbe. Apie IKT ir KMP taikymą Lietuvos logopedų darbe nėra daug žinoma, nėra parengta išsamių mokslinių straipsnių ar apžvalgų, kurie nurodytų, kokiomis informacinių technologijų programomis ar priemonėmis naudojamasi logopedų darbe, kokios iš jų vyrauja ir kurios yra efektyviausios dirbant su kalbos, kalbėjimo ir komunikacijos sutrikimų turinčiais asmenimis. Praktinis tyrimo naudingumas – atskleisti informacinių technologijų taikymo realybę logopedų darbe su kalbėjimo ir kalbos sutrikimų turinčiais asmenimis. Palyginti pasiekimus šioje srityje Lietuvoje ir užsienio šalyse. Prieduose pateikiamas internetinių svetainių sąrašas, kur galima rasti logopedinėse pratybose pritaikomų lavinimo užduočių.Master’s thesis analyzes the informational technologies application in Lithuanian speech and language therapists’ work. The aim of this research - to assess the informational and communication technology (ICTs) and computer-based speech training system (CBST) use at the speech and language therapists work in comprehensive schools who work with persons who have language, speech and communication disorders. The empirical part of the paper deals with the use of ICTs/ CBST at speech and language therapists work, their possibility of usage, the coherence between speech therapists qualification and their age, the usage of the programs for development educable self-dependent tools, speech and language therapists interest in various sources of work-related topics and others. In the questionnaire survey (in electronic form) have participated 258 speech and language therapists who work in comprehensive schools.
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Åström, Eva. "Att lära, att göra, att klara : Förmedling av datortekniska hjälpmedel till barn med synnedsättning. Från förskrivning till vardaglig användning i skola och hem." Doctoral thesis, Linköpings universitet, Tema teknik och social förändring, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-20312.
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Förmåga att använda informations- och kommunikationsteknik framhålls numeraofta som en förutsättning för delaktighet på lika villkor i samhällslivet. Näraförknippat med detta är de insatser som görs för att överbrygga digitala klyftor isamhället. IKT har gjort deltagandet i samhällslivet mer möjligt för personer medsynnedsättning. Tillgång till teknik innebär dock inte alltid att den kan användas ivardagen. I denna avhandling analyseras den förmedlingsprocess som sker när barnmed grav synnedsättning, genom förskrivning på syncentraler, får tillgång tilldatortekniska hjälpmedel, samt hur barnen därefter tillägnar sig tekniken genom att,med olika stödpersoners hjälp, använda den i skolan och hemmet. Åtta barn (mellan7-18 år) från två syncentralers upptagningsområden deltog i studien, tillika medderas föräldrar, stödpersoner i skolan samt personal (datortekniker och anpassningslärare)från syncentralerna. Undersökningsmaterialet har samlats in genom intervjuer,samtal och observationer. Barnen har skrivit aktivitetsrelaterade dagböcker. Förmedlingsprocessen involverar många personer från flera organisationer och ärutsträckt i tid och rum. Olika rationaliteter ställs mot varandra när professionelltverksamma från syncentral och skola, tillsammans med föräldrar ska möjliggöra förbarnen att ta tekniken i bruk. Med utgångspunkt från datorn som hjälpmedel diskuterastre projekt vars mål är viktiga för barnet att nå: att lära sig, att bli socialtdelaktig och att bli självständig. Dessa projekt står ofta i konflikt med varandra, tillexempel barnens önskan att träna på datorn samtidigt som de vill leka med sinakamrater. Med en tidsgeografisk ansats analyseras situationer där konflikter uppstår,samt vilka avvägningar och försök till samordning som görs av de inblandadeparterna. Skolan utgör ett område där den övergripande samhälleliga ambitionen omett liv på lika villkor ska konkretiseras. Analysen pekar på att uppmärksamhet börriktas såväl mot den individcentrerade kompensatoriska användningen av tekniskahjälpmedel, som mot skolans uppläggning av undervisningen (strukturell förändring förtillgänglighet). Ett helhetsperspektiv på förmedlingsprocessen möjliggör långsiktigplanering där tidsrumsliga dimensioner betraktas och dess fragmentering minskas.The ability to use information and communication technology is regarded today as acondition for participation in society. Closely associated with this are measurestaken to reduce the digital divide in society. Computer technology is accepted asmaking it possible for people with disabilities to manage most things on their ownthat previously required some help of others. However, access to technology doesnot necessarily equal usability. This thesis explores and analyses the mediationprocess that occurs when children with visual impairment, access assistive computertechnologies, and how these, by the help of support persons, are used in home and atschool. Eight children (between seven and eighteen years of age) were included inthe study, as well as their parents, support persons in school and professionals fromthe Low Vision Clinics. Research data have been collected through interviews,conversations, observations and activity oriented diaries. The mediation processinvolves a number of persons and organisations and is both organisationally complexand extended in time and space. Different rationalities are set against eachother, when professionally active persons from the Low Vision Clinics and schools,together with parents make it possible for the children to use the assistive devices.From the standpoint of the computer as an aid, three projects are discussed whosegoals are important for the child to achieve to be able to, in the short and long run,live life to the full. These projects are ‘learning’, ‘becoming socially involved’ and‘becoming independent’. The projects can often be in conflict with each other; forexample the children’s desire to practice on the computer against their wanting toplay with their friends at the same time. With a time-geographic approach,situations in which conflicts and trade-offs arise, as well as the coordination effortsmade by those involved, are analysed. The school constitutes an area in which theoverreaching societal ambition of a life on equal terms is realised. This studydiscusses how compensation for the individual as well as structural change foraccessibility manifests itself in organisation, structures and supportive efforts.
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Hutchings, Chelsea Elizabeth. "Spousal Connectedness and Information and Communication Technology Use." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3433.
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To meet the purpose of the study, three hypotheses were tested: First, it was predicted there was a relationship between spousal connectedness and personal and spousal ICT (information and communication technology) device usage; second, it was predicted satisfaction with personal or spousal ICT device usage were mediators of the primary relationship between spousal connectedness and ICT device usage; and third, it was expected communication moderated the relationship between spousal connectedness and personal ICT device usage. A representative sample of married adults (n=208) were sampled. Personal and spousal ICT device use, satisfaction with personal and spousal ICT device use, spousal connectedness, and communication were measured and the resulting data analyzed. Regression analyses and path analyses were performed to test the hypotheses. The first and third hypotheses were found to be significant, but the second was not. The negative relationship between personal ICT device use and spousal connectedness indicates that as ICT device use increases, connectedness decreases. Communication, however, was shown to buffer this relationship. Data indicated that the more a person recalled communicating with their spouse, the less prominent was the relationship between their personal ICT device use and spousal connectedness.
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Pazi, Shaban M. "Cost-effective Information and Communication Technology (ICT) infrastructure for Tanziania." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6272/.
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The research conducted an Information and Communication Technology (ICT) field survey, the results revealed that Tanzania is still lagging behind in the ICT sector due to the lack of an internationally connected terrestrial ICT infrastructure; Internet connectivity to the rest of the world is via expensive satellite links, thus leaving the majority of the population unable to access the Internet services due to its high cost. Therefore, an ICT backbone infrastructure is designed that exploits optical DWDM network technology, which un-locks bandwidth bottlenecks and provides higher capacity which will provide ICT services such as Internet, voice, videos and other multimedia interactions at an affordable cost to the majority of the people who live in the urban and rural areas of Tanzania. The research analyses and compares the performance, and system impairments, in a DWDM system at data transmission rates of 2.5 Gb/s and 10 Gb/s per wavelength channel. The simulation results show that a data transmission rate of 2.5 Gb/s can be successfully transmitted over a greater distance than 10 Gb/s with minimum system impairments. Also operating at the lower data rate delivers a good system performance for the required ICT services. A forty-channel DWDM system will provide a bandwidth of 100 Gb/s. A cost analysis demonstrates the economic worth of incorporating existing optical fibre installations into an optical DWDM network for the creation of an affordable ICT backbone infrastructure; this approach is compared with building a completely new optical fibre DWDM network or a SONET/SDH network. The results show that the ICT backbone infrastructure built with existing SSMF DWDM network technology is a good investment, in terms of profitability, even if the Internet charges are reduced to half current rates. The case for building a completely new optical fibre DWDM network or a SONET/SDH network is difficult to justify using current financial data.
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Yaacob, Raja. "Information Communication Technology (ICT) adoption in a Malaysian political party." Thesis, University of Manchester, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549331.
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Sen, Rumela. "Transformation of humanitarianism the role of information and communication technology [ICT] /." Click here for download, 2009. http://proquest.umi.com/pqdweb?did=1786804491&sid=3&Fmt=2&clientId=3260&RQT=309&VName=PQD.
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Fonseca, João Fausto da. "Gestão escolar em rede: estudo de caso e proposta de melhorias do Sistema Mineiro de Administração Escolar na Superintendência Regional de Ensino de Ouro Preto." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/643.
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O Sistema Mineiro de Administração Escolar (SIMADE) é um sistema de gestão escolar em rede, que foi instituído pela Resolução 1180/2008. Contêm dados e informações sobre o processo educativo e a gestão escolar de todas as unidades de ensino do Estado de Minas Gerais. Na época da sua implementação nas escolas da SRE Ouro Preto, algumas funções do sistema ainda encontravam-se em fase de testes e, até hoje, esse sistema integrado em rede ainda não se encontra consolidado. Diante disso, tornou-se premente a necessidade de levantar a opinião dos diretores e secretários das escolas da regional, importantes usuários e alimentadores do sistema, quanto aos elementos críticos (problemas) apresentados na implementação e que ainda persistem. Com isso, o objetivo geral desta dissertação é analisar a implementação do SIMADE na SRE Ouro Preto e propor um plano de ação visando aprimorar a utilização do sistema pelos servidores das escolas do âmbito da regional. Trata-se de uma pesquisa de abordagem qualitativa e quantitativa, do tipo exploratório-descritivo, e os instrumentos de pesquisa utilizados foram a entrevista semi-estruturada e o questionário estruturado. Assim sendo, a amostra da pesquisa de campo foi constituída por 30 Diretores e 30 Secretários(as) das escolas que trabalham na operacionalização e utilização de dados do SIMADE. Com base nos resultados levantados pela pesquisa, verificou-se a necessidade de se propor um Plano de Ação Educacional - PAE visando à melhoria nos processos, acréscimo de novas funcionalidades, novos recursos, e capacitações dos usuários e alimentadores do sistema nas escolas da SRE Ouro Preto.
The Mining School Administration System (SIMADE) is a school management system network, which was established by Resolution 1180/2008. Contain data and information on the educational process and school management of all the educational units of the State of Minas Gerais. At the time of implementation of SRE in schools Ouro Preto, some functions of the system were still in the testing phase and to date, this integrated network system is not yet consolidated. Therefore, it has become a pressing need to raise the opinion of the directors and secretaries of the regional schools, major users and feeders system for critical elements (problems) presented in the implementation and that still persist. Thus, the overall goal of this dissertation is analyze the implementation of the SRE SIMADE in Ouro Preto and propose an action plan aimed at improving the utilization of the system by the schools in the field of regional servers. This is a qualitative and quantitative approach, exploratory-descriptive, and research instruments used were semi-structured interview and structured questionnaire. Thus, the sample of field research consisted of 30 officers and 30 Secretaries (the) school working in operation and use of data SIMADE. Based on the results collected by the survey, there was a need to propose an Action Plan for Education - PAE aiming at improving processes, adding new features, new features, and capabilities of the users of the system and feeder schools SRE Gold black.
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Burgan, Owen T. S., and burgan@internode on net. "Helping teachers surf the Information and Communication Technology tsunami." Deakin University, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040423.163355.
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A range of factors, both internal and external, is creating changes in teaching and
teachers professional lives. Information and Communication Technology (ICT) is
just one of the major changes impacting on the teaching profession. As teachers face
intense pressure to adapt to this tsunami, this study aims to investigate ways in which
teachers can be helped. In South Australia, where this study is set, all teachers in
Government schools are expected to be
"ICT Smart", i.e. able to use appropriate
forms of ICT to enhance the teaching and learning environment of their classrooms.
From the researchers involvement for over a decade in professional development for
teachers, and from visits to many schools, it appears that numerous teachers have not
reached this standard. The greatest need is in Reception to Year 7 schools where the
average age of teachers is nearly 50. Because no state-wide data exists, this study is
intended to establish if there is a problem and if there is, to identify specific needs
and offer possible solutions.
The study is comprised of four parts: Part A, the Introduction gives an overview of
the inter-relationships between these parts and the overall Folio. It establishes the
setting and provides a rationale for the study and its focus on Professional
Development in Information and Communication Technology. Part B, the Elective
Research Studies, follows the writers involvement in this field since the 1980s. It
establishes the theme of "Moving best practice in ICT from the few to the many"
which underlies the whole study. Part C, the Dissertation, traces the steps taken to
investigate the need for professional development in ICT. This is achieved by
analysing and commenting on data collected from a state-wide survey and a series of
interviews with leading figures, and by providing a review of the relevant literature
and past and existing models of professional development. Part D, Final Comments,
provides an overview of the whole Folio and a reflection on the research that has
been conducted.
The findings are that there is widespread dissatisfaction with existing models and
that there is an urgent need for professional development in this area, because nearly
20% of teachers either do not use computers or are considered to be novice users.
Another 25% are considered to be below not yet "ICT Smart". Less than 10% of ICT
co-ordinators have a formal qualification in the field but more than 85% of them are
interested in a Masters program.
The study offers solutions in Part B where there is a discussion of a range of
strategies to provide on-going professional development for teachers. Chapter 9
provides an outline of a proposed Masters level program and offers suggestions on
how it could be best delivered. This program would meet the identified needs of ICT
co-ordinators.
The study concludes with a series of recommendations and suggestions for further
research. The Education Department must address these urgent professional
development needs of teachers, particularly those in the more remote country
regions. There needs to be a follow-up survey to establish to what extent teachers in
South Australia are now "ICT Smart
".
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Martins, Henrique Manuel Gil. "Use of mobile Information Communication Technology (ICT) devices in clinical settings." Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614177.
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Alkhawaldeh, Mustafa. "Information and communication technology (ICT) : practice within Jordanian early years education." Thesis, Swansea University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678628.
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This study investigates the current status of integration and implementation of ICT practice in Jordanian kindergartens, stakeholders' understanding of policy recommendations for ICT integration, obstructions to the implementation of ICT practices in ECE, and the types of ICT practices used in ECE and their effects on children's development.
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Krupa, Frédérique. "Girl Games : gender, technology and design for women’s recruitment in Information and Communication Technology (ICT)?" Thesis, Paris 1, 2018. https://ecm.univ-paris1.fr/nuxeo/site/esupversions/dd3e6426-fd66-4db2-add5-56476ec75bf6.
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Cette thèse se concentre sur le genre, le design et la technologie à travers l'artefact des jeux vidéo - les produits de la culture d'ingénierie masculine, et le lien de genre entre ceux qui font les jeux vidéo (Production) et ceux qui les jouent (Réception). Ma recherche porte sur l'industrie du jeux vidéo consacré aux pré-adolescentes qui, il y a 20 ans, était le site de l'entreprenariat féministe espérant remédier au déséquilibre entre les sexes dans les TIC. Si la parité a été atteinte dans la consommation des médias, la production technologique reste délibérément une quête masculine. Cette étude constructiviste en trois phases commence par les préférences personnelles (MBTI) et l'orientation de rôles sexués (BSRI) des femmes dans le développement des jeux, en soulignant leur résistance aux stéréotypes de genre, et se termine par une étude ethnographique des enfants jouant à des jeux vidéo indépendants et non sexistes dans un programme extrascolaire à Paris. Utilisant la sémiotique pragmatique, cette thèse soutient que les croyances et habitudes des stéréotypes négatifs de genre et de technologie sont le principal obstacle à la diversité des genres dans les TIC - limitant le nombre de femmes désirant transgresser les normes de genre dans les professions masculines — et créant une prophétie auto-réalisatrice à travers la socialisation du genre par les parents qui réifient la croyance dans les compétences technologiques masculines tout en développant un accès et un encouragement technologiques inégal entre les sexes. La thèse se termine par de l'heuristique de conception pour la neutralité de genre dans les expériences numériques des enfantsThis dissertation focuses on gender, design and technology through the artifact of video games — technology products of masculine engineering culture, and the gendered link between those that make video games (Production) and those that play them (Reception). My research examines a sector of the video game industry devoted to pre-adolescent girls, which 20 years ago was the site of feminist entrepreneurship hoping to remedy the gender imbalance in ICT (Information and Communication Technology). While parity has been achieved in media consumption, technological production firmly remains a masculine pursuit. This three-phase constructivist study begins with the personality preferences (MBTI) and sex-role orientation (BSRI) of women in game development, highlighting their exceptional resilience to gender stereotypes, and concludes with an ethnographic study of children playing independent, gender-neutral video games at an afterschool program in Paris. Using pragmatic semiotic epistemology, this dissertation argues that the belief-habits of negative gender and technology stereotypes are the principal roadblock to gender diversity in ICT – limiting the number of women willing to transgress gender norms into masculine professions and creating a self-fulfilling prophecy through parents’ gender-socialization that reifies the belief in masculine technological passion and skill while developing unequal gendered technological access and encouragement. The dissertation concludes with strategies for gender-neutralizing technology, including design heuristics for gender neutrality in children’s digital experiences
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Yee, Dianne L. "Leading, learning, and thinking with information and communication technology, ICT, images of principals' ICT leadership." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ47921.pdf.
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Lennon, Aidan. "Literacy and ICT : the challenge for English teachers." Thesis, Ulster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272462.
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