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Mlambo, Watson. "Information and communication technology in A-level physics teaching and learning at secondary schools in Manicaland Zimbabwe: multiple case studies." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003458.
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As personal computers (PCs) and related ICTs become more and more omnipresent than ever before in institutions of education, teachers are faced with the challenge of having to teach in ICT rich environments. Some syllabuses increase this pressure by stipulating where ICT may be applied. While past research efforts have focused on presence of and/or effectiveness of ICTs on achieving various didactic goals, there is limited literature on the extent to which actual practice occurred naturally. It was the aim of this study to determine the extent to which Physics teachers and students used ICT in their usual teaching/learning ambience, referred to as natural settings in this study. Using activity theory as a theoretical lens, multiple case studies were chosen as a strategy using 10 schools, 15 Physics teachers, 20 A-level Physics students and 10 ICT teachers (computer specialists). Questionnaires, observations and informal and focus group interviews were used to elicit responses from students, teachers and computer specialists. It emerged from the case studies that despite the presence of apt ICT infrastructure in the schools and although the teachers had a positive attitude towards the use of ICT for teaching and learning of Physics, teachers were apathetic when it came to the actual use. Some of the reasons militating against use were lack of an ICT policy, school authority, and monopoly of computers enjoyed by computer studies teachers. However among students there were ‘early starters’ who used ICTs outside of school, a situation that tended to change the Physics learning environment. These findings led to a proposal for a post of Computer Specialist (CS) in the schools. The need for developing ICT policy at all levels namely national, Ministry of Education and the school was also proposed. Lastly staff development in the use ICT for Physics teachers was proposed as indispensable.
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Chipo, Dzikite. "The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2127.
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Textiles and Clothing programmes in universities worldwide experience numerous challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
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Gonzalez, Cesar Augusto Gonzalez. "Teaching math with technology| A study of teachers' attitudes and beliefs." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646786.
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Today's economy is driven by information technology (IT). Education and business should come to an agreement that functional technology skills should be integrated with core academic courses to create an educational system that truly prepares workers for the 21st Century. The business realm theoretical foundation for this study laid on the match/mismatch established between technology—math education and business' readiness—[math] skills. The level of education and skills of workers needed by business and industry has increased. Nonetheless, scholars underlined the belief that the skills workers possess are generally not sufficient for the demands of the more sophisticated jobs in today's economy. With this study this researcher pretended to fill the gap in the literature by examining the hypothesis that poor education results in low skills is hampering U.S. businesses and the disparity between what employers need and what workers offer is getting serious enough. Within this investigation the researcher tested for first time three theories: the AST/TML theory, the TAM theory, and the Constructivist theory, whereas having behind scenes K-12's mathematics arena. This study found that "there is no statistically significant relationship between the degree to which teachers accept new technologies and technology usage in mathematics instruction" and that "teachers' individual affective reactions to technology toward integrating computers and technology into math instruction are not related to readiness skills." However, a Post Hoc analysis demonstrated that at least for one of the individual predictors, problem solving construct scores, the null hypothesis was rejected. It means in a long path to academic success, small waves of effectiveness in education are penetrating the sandy beaches of skills. Additionally, this researcher confirmed some scholars' assertion about Confirmatory Factor Analysis, which described that sample sizes smaller than 100 as dangerous and recommended using sample sizes larger than 200 for safe conclusions. Finally, the researcher tested and validated the Technology-Mediated Learning (TML) theory while adding his research positive conclusion(s) to the body of knowledge.
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Mak, Yee-chi. "A study on the relationship between teachers' conceptions of teaching and use of information technology in teaching." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23436700.
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Mak, Yee-chi, and 麥綺慈. "A study on the relationship between teachers' conceptions of teaching and use of information technology in teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3196252X.
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Horlik, Veronika. "The river : the relevance of craft disciplines in our information technology-driven society." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98932.
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This thesis addresses the relevance of craft disciplines in our present-day world, one that is driven largely by information technology. It is an examination of the contemporary value, benefits and importance of making objects 'by hand' from the perspective of both the craftsperson and the people who take pleasure in craft objects. In the thesis, craft is interlinked with an issue of time, more precisely, with the need for slowing down in order to live and work at a variety of speeds or rhythms. The impact of this on our understanding of learning, in the formal education system and beyond, is central.The thesis draws on a variety of sources from contemporary education and economic theories to craft philosophies of the past and issues relating to the current international Slow movements which urge us to enjoy the sensual, visual and tactile pleasures of life.
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Ketterer, Kimberley Anne. "Second language immersion, integrated curriculum, constructivism, and information technology : a case study of the blending of frames through the lens of information technology /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998039.
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Thesis (Ph. D.)--University of Oregon, 2000.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 252-258). Also available for download via the World Wide Web; free to University of Oregon users.
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Turns, Jennifer. "Supporting engineering education with information technology : the case of instructional design experiences." Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/24942.
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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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方偉雄 and Wai-hung Raymond Fong. "Implementation of information and communication technology in chemistry classrooms: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256223.
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Yeung, Kam-sun, and 楊錦燊. "A case study of teachers' concerns and use of information technology for teaching and learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962725.
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Yeung, Kam-sun. "A case study of teachers' concerns and use of information technology for teaching and learning." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23568835.
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Newton, Leonard Richard. "Teaching practical science with information technology : the potential of data-logging examined through case study." Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/30988.
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Laboratory based practical work typically involves pupils in observation, measurement, recording, display and analysis of experimental data. In recent years, computer tools have been applied to these processes through 'data-logging' methods. The benefits of these methods and their potential to serve the purposes of investigative practical science have been identified in the literature. This study presents an examination of the use of data-logging methods in order to identify factors that influence their use and to explore the extent to which the benefits claimed are achievable in everyday classroom settings. The study is organised around four major research issues concerning the features of data-logging activates designed by teachers; the ways in which activities are presented, organised and managed; the roles adopted by teachers and pupils in data-logging lessons; and evidence of productive interaction between the participants in data-logging lessons. The findings indicate that influences shaping the use of data-logging methods are wide-ranging. In addition to technically well-serviced ICT facilities and teachers experienced in the use of data-logging methods, the role of teachers emerges as highly influential in relation to: designing data-logging activities with sufficient scope and clarity of objectives, matched to pupils' needs; recognising the complexity of managing data-logging activities in classrooms and balancing this with the potential benefits of the technique; fostering an exploratory classroom ethos, encouraging pupils' talk about data-logging activity and exploiting intervention opportunities. Finally, in the light of these findings, suggestions for further empirical research are made.
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Lee, Hon-yiu. "The role of information technology in resource-based learning : a case study of a Hong Kong secondary school /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474583.
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Gomana, Lindokuhle Gcina, and Kerry-Lynn Thomson. "Towards a framework for the integration of information security into undergraduate computing curricula." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13691.
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Information is an important and valuable asset, in both our everyday lives and in various organisations. Information is subject to numerous threats, these can originate internally or externally to the organisation and could be accidental, intentional or caused by natural disasters. As an important organisational asset, information should be appropriately protected from threats and threat agents regardless of their origin. Organisational employees are, however, often cited as the “weakest link” in the attempt to protect organisational information systems and related information assets. Additionally to this, employees are one of the biggest and closest threat-agents to an organisation’s information systems and its security. Upon graduating, computing (Computer Science, Information Systems and Information Technology) graduates typically become organisational employees. Within organisations, computing graduates often take on roles and responsibilities that involve designing, developing, implementing, upgrading and maintaining the information systems that store, process and transmit organisational information assets. It is, therefore, important that these computing graduates possess the necessary information security skills, knowledge and understanding that could enable them to perform their roles and responsibilities in a secure manner. These information security skills, knowledge and understanding can be acquired through information security education obtained through a qualification that is offered at a higher education institution. At many higher education institutions where information security is taught, it is taught as a single, isolated module at the fourth year level of study. The problem with this is that some computing students do not advance to this level and many of those that do, do not elect information security as a module. This means that these students may graduate and be employed by organisations lacking the necessary information security skills, knowledge and understanding to perform their roles and responsibilities securely. Consequently, this could increase the number of employees who are the “weakest link” in securing organisational information systems and related information assets. The ACM, as a key role player that provides educational guidelines for the development of computing curricula, recommends that information security should be pervasively integrated into computing curricula. However, these guidelines and recommendations do not provide sufficient guidance on “how” computing educators can pervasively integrate information security into their modules. Therefore, the problem identified by this research is that “currently, no generally used framework exists to aid the pervasive integration of information security into undergraduate computing curricula”. The primary research objective of this study, therefore, is to develop a framework to aid the pervasive integration of information security into undergraduate computing curricula. In order to meet this objective, secondary objectives were met, namely: To develop an understanding of the importance of information security; to determine the importance of information security education as it relates to undergraduate computing curricula; and to determine computing educators’ perspectives on information security education in a South African context. Various research methods were used to achieve this study’s research objectives. These research methods included a literature review which was used to define and provide an in-depth discussion relating to the domain in which this study is contained, namely: information security and information security education. Furthermore, a survey which took the form of semi-structured interviews supported by a questionnaire, was used to elicit computing educators’ perspectives on information security education in a South African context. Argumentation was used to argue towards the proposed framework to aid the pervasive integration of information security into undergraduate computing curricula. In addition, modelling techniques were used to model the proposed framework and scenarios were used to demonstrate how a computing department could implement the proposed framework. Finally, elite interviews supported by a questionnaire were conducted to validate the proposed framework. It is envisaged that the proposed framework could assist computing departments and undergraduate computing educators in the integration of information security into their curricula. Furthermore, the pervasive integration of information security into undergraduate computing curricula could ensure that computing graduates exit higher education institutions possessing the necessary information security skills, knowledge and understanding to enable them to perform their roles and responsibilities securely. It is hoped that this could enable computing graduates to become a stronger link in securing organisational information systems and related assets.
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Addam, Billey Bright Kwadwo. "Integrating information and communications technology (ICT) into teaching and learning: the case of mathematics, science and technology education in one higher education institution." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1019736.
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This study explores the integration of Information and Communication Technologies (ICT) into teaching and learning within one Higher Education institution. The main question driving the study was: How is ICT integrated in the teaching and learning of mathematics, science and technology education (MSTE) in a Bachelor of Education programme? This is a case study of lecturers and students in Mathematics, Science and Technology Education. It makes use of questionnaires, interviews, field notes and document analyses to collect data. MSTE lecturers and students were assumed to be well versed in ICT usage and, therefore, well placed to assess its integration into teaching and learning. There were five main findings: First, that Mathematics, Science and Technology Education lecturers showed some ambivalence in their ontological and epistemological orientation to using ICT. Some leaned towards the instruction paradigm and used ICT as a tool for the transmission of knowledge; others leaned towards the learning paradigm, showing an awareness of the need to elicit discovery through ICT. Secondly, that lecturers’ understanding of ICT integration was oriented towards teaching and learning from technologies rather than with technologies. Thirdly, that processes of ‘pedagogical evolution’ were taking place, in terms of which there was a gradual but perceptible shift in the teaching and learning practice of both students and lecturers. Fourthly, there was no evidence to show that lecturers used ICT to promote innovative and creative teaching; in fact, students appeared to be more creative in using ICT resources, than lecturers. Fifthly, and finally, lecturers did not assign ICT-based tasks that promote conceptual understanding. They assigned tasks that asked students to extract and reproduce information from computers, without demonstrating understanding. When used in this way, ICT can, in fact, be de-skilling. From these findings, it can be concluded that ICT integration cannot be understood without exploring the ontological and epistemological orientations, as well as the theoretical orientations, at play in the teaching and learning situation. It is on the basis of these that people, that is, lecturers and students, make use of, ICTs to achieve desired goals. It is therefore recommended that, for the improvement of integration, there should be a greater emphasis on developing and sharing pedagogical expertise concerning ICT use in teaching and learning. It is recommended that a country-wide research survey should be undertaken, based on probability sampling and focussing on pedagogical issues in ICT integration in teaching and learning.
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Malapela, Thembani. "A study into the availability of and access to electronic journals for teaching and research by the academic staff at the Faculty of Agriculture, University of Zimbabwe." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13108.
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Includes bibliographical references.Researchers have relied on journals as a source of current research information for more than 350 years. In sub-Saharan Africa, researchers and libraries complain about a lack of access to subscription electronic journals despite an increase in electronic journals access schemes for developing countries. Furthermore, African researchers lag behind in publishing their work when compared to their counterparts in the developed world. Research was carried out in the Faculty of Agriculture at the University of Zimbabwe, which sought to investigate electronic journal availability from the researchers’ perspectives; to discover how electronic journals are used for teaching and research; and how faculty use journals in their publications. To explore this multi-faceted objective, four key sub-objectives emanated from the main research objective. The first sub-objective was to determine to what extent the available electronic journal collections met faculty’s electronic journal teaching and research needs. The second was to establish journal usage through analysing journals cited in faculty research papers and reading lists given to graduate students. The third was to understand the problems if any, encountered in accessing electronic journals –establishing the nature and frequency of these problems. The last was to explore if academic staff desire and publish their research and in the process, to understand the obstacles they face. This study used methodological triangulation, and data was gathered through three main research methods. These were an electronic journal availability study, a 26 question- 7 survey, and a citation analysis. Each respective method addressed a respective sub-objective, with an overlap of methods for the fourth objective. The findings revealed that 85.5% of the required journals were available across the available electronic journals collections. Faculty members use electronic journals for their work; however, they need training to access and to be aware of what journal content is available. While faculty members aim to be published, evidence indicated that they use less recent journals in their published works. There was no evidence that suggested that access to electronic journals alone leads to increased publications.
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Tabari, Mahmoud Omar Mahmoud. "Computerised accounting in Jordan : critical analysis and comparative study of applications for teaching accountancy students." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313089.
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李漢耀 and Hon-yiu Lee. "The role of information technology in resource-based learning: a case study of a Hong Kong secondaryschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256363.
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Arderne, Meagan. "Developing and implementing an information communication technology model for a primary school." Thesis, Cape Peninsula University of Technology, 2008. http://hdl.handle.net/20.500.11838/1215.
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Thesis (MTech (Quality (Faculty of Engineering) Cape Peninsula University of Technology, 2008.While the necessary Information Communication Technology (ICT) infrastructure at the Holy Cross Sisters' School (HCSS) has been established, there has been little evidence of the successful integration of ICT into the school. While traditional teaching methods are still being practiced, ICT integration into the curriculum has been non- existent and mundane administrative tasks are still being performed manually. Furthermore, management has no real vision in place with regards to ICT integration at the school. Due to the fact that the HCSS has not optimally used its ICT capabilities results in administrative processes being inefficient and impacting adversely on the quality of the education provided. The objectives of this research study are to develop a model that mitigates the research problem with focus on improving administrative processes, integrating ICT into the curriculum, and combining ICT with traditional teaching methods to exponentially improve upon the efficiency of teaching and learning. The research methodology for this dissertation will fall within the ambit of action research, using both qualitative and quantitative research paradigms. The research question that will form the crux of this dissertation reads as follows: 'What mechanistic approach can be deployed at the HCSS to integrate ICT within the organization to improve the quality of education and improve on the efficiency of internal processes?' Observations, focus groups and a survey will serve as data collection methods for this research. Data collected will be analyzed using descriptive and inferential statistics.
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Mau, Ping-kuen, and 繆炳權. "A case study of basic information technology training for teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962518.
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Tsoaeli, Tebalo. "A teaching case study of the strategic alignment of business strategy and information technology strategy at Nedbank." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001883.
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In today’s business world, a lot of organizations are investing heavily in Information Technology (IT) in order to develop a competitive edge. According to Loukis, Sapounas and Milionis (2009:85) “firms all over the world make significant investments in IT aiming to increase their efficiency and effectiveness”. According to Cline and Guynes (2001:10), “during the last 30 years, IT has become an increasingly integral part of business operations”. Most of the times, organizations fail to get real value from the investments made in IT. This is mainly due to the fact that organizations fail to realize the value brought about by aligning IT strategy with Business strategy. Hu and Huang (2004:60) state that “each year organizations invest in IT to improve their competitive advantage and ultimately their business performance; however, more often than not, the anticipated benefits of IT investments fail to materialize due to misalignment of or lack of alignment, between the business and IT strategies”. Henderson and Venkatraman (1999:475) emphasize that “alignment is a desired state for organizations investing in IT that is not always achieved, as it often entails a radical change in the way managers consider IT”. It is through the alignment of IT strategy and Business strategy that organizations are able to realize the value brought about by investing in IT. Papp (2001:20)illustrates that “misalignment can cause problems with not only the development and integration of business and IT strategies, but can actually prevent IT from being fully leveraged to its maximum potential within an organization”. An organization that realizes the value of aligning IT strategy and Business strategy is able to develop a competitive advantage over its competitors. According to Daneshvar and Ramesh (2010:1) “each organization is aware of the special effects, benefits and implication of IT in business performance and also its capacity in building sustainable competitive advantages”.
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Chetzron, Jackie B. "Student Information Gathering: Examining What Happens when School Librarians Attempt to Convey Online Information Search Strategies to Meet Information Needs." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505227/.
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There is a growing expectation that school librarians function within their job descriptions beyond the role of reading promoter and resource manager. With college and career readiness standards, technology use and digital learning standards and information literacy standards now in place for student learning expectations, it is vital that students have opportunities to acquire, develop and practice such skills for future success in the global market economy. For students to receive such opportunities, there should be designed instruction delivered to students that allows for them to learn and practice information gathering techniques to access, use and apply information effectively, efficiently and ethically while developing technology skills within context of their content learning and real-world connections authentically. This study examined how school librarians conveyed information gathering techniques to students through a qualitative, constant comparative approach. Five middle school librarians in an urban school district participated in an observation and interview. Findings suggest that school librarians do claim an instructional role regarding information gathering and technology usage, although it manifests in diverse ways. Implications for future studies and practice suggest that the position become more defined such that the expectation to function in these roles is widely accepted by all stakeholders, and for the effectiveness of the instruction on the development of these skills. As school librarians embrace and adopt new and emerging technologies within their instructional delivery, examining the effectiveness of that instruction would be of interest.
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Khan, Gillian. "Investigating the need for costing and estimating in information technology academic programs at technikons." Thesis, Peninsula Technikon, 2005. http://hdl.handle.net/20.500.11838/1380.
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Thesis (MTech (Information Technology))--Peninsula Technikon, 2005"This study was initiated to determine whether cost estimation is a necessary skill for an Information Technology (IT) consultant. The historic poor record in the software industry for delivering software projects within budget has highlighted a need for IT students to receive adequate preparation for future experiences in the world of work especially if they were to become self-employed. The literature revealed that a variety of employability skills are required when preparing students for entrepreneurship. In IT there is a particular need for project management skills when the entrepreneur is responsible for all aspects of the software project. Cost estimation is a key function of project management.
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賴珮賢 and Pui-yin Polly Lai. "Using virtual classroom system in learning information technology subject." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256314.
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Allie, Faiza. "Investigating the effectiveness of using an integrated project to improve transferability of IT skills to the workplace." Thesis, Peninsula Technikon, 2003. http://hdl.handle.net/20.500.11838/1382.
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Thesis (MTech (Information Technology))--Peninsula Technikon, 2003This study was initiated following an investigation into using an Integrated Project (IP) as a learning experience to improve the skills of students at Peninsula Technikon. The literature reviewed indicated a variety of skills required for IT staff in general, but no importance was indicated for the various skills. The objectives of the study were: To identify the critical skills from literature and industry for entry-level software developers; 2 To determine from the lecturing staff's perspective, which skills they regard as the critical skills for entry-level software developers; 3 To determine from the students' perspective, whether the IP had equipped them with skills needed to be effective in the workplace; and 4 From the findings of the study to identify the components of a potentially effective lP. To fulfill the objectives, data was gathered by means of various questionnaires completed by industry representatives, lecturers and students. The results of the study revealed that a mismatch existed between the skill importance rating of companies and the skill ratings of students, especially with regard to their Programming and Database skills. The study further revealed that the JP did not contribute more to the skills competence of students than the other forms of learning experiences. The JP should provide the vehicle to increase students' skill competency levels and deeper understanding. by including the critical skills required by industry. The key skills identified from this study for an entry level software developer to be productive in industry namely, Debugging/Error Trapping, Teamwork! Group work, General Programming, Database Relationships, Data-Access and Written Communications should be included in the JP. It is possible that a well designed JP can narrow the gap between industry expectations and student performance.
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Matingwina, Thomas. "Health information dissemination among undergraduate students in Zimbabwe with particular reference to the National University of Science and Technology : a study in developing an integrated framework for health information dissemination." Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15574.
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University students in Zimbabwe lack immediate access to accurate health information. There is lack of explicit and integrated structures for disseminating health information to students in Zimbabwe. This inductive study proposes a needs-based, integrated information dissemination framework for promoting health amongst students at the National University and Science and Technology (NUST). The study assessed the health information needs of students and evaluated existing health information dissemination methods at NUST in developing a framework for disseminating health information. The study is informed by the Salutogenetic Theory of health which culminated into an integrated theoretical framework that combines information dissemination and behaviour change theories. A case study strategy was used to gather data within the pragmatic paradigm of grounded constructivism. The population comprised of undergraduate students, the Dean of Students, the Student Counsellor, and the Nursing Sister. Within-method triangulation with complementary data gathering instruments was used to improve reliability of data. Questionnaires, interviews and focus group discussions were used to gather data. A sample of 426 students and 3 members of staff participated in the study. Qualitative and quantitative content analysis was used to determine the confounding factors that informed the design of the framework. The data was supplemented with health information dissemination principles and procedures drawn from literature. The findings reveal that students need health information on a wide range of health topics. Students prefer mobile electronic media, workshops, qualified health professionals, and peers for their health needs. There are significant gaps between the strategies that are being used by NUST to disseminate health information and the health information needs of the students. The university is using traditional information dissemination media and channels that are not in line with the needs of the students. NUST needs to use more interactive and ICT based information dissemination methods. There is also a need for staff recruitment, training and infrastructural development. The proposed framework emphasizes the need for integration of activities, a viable policy, health information literacy training and the use of a mix of persuasion techniques.
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Mutanga, Patrick. "The use of mobile communication technology in professional identity development : a case of using whatsapp messenger to teach inquiry-based pedagogy to university chemistry teachers." Thesis, 2020. http://hdl.handle.net/10500/27295.
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This study investigated the feasibility of using WhatsApp Messenger as a tool to enhance the professional identity and inquiry-based pedagogy through the professional development of university chemistry teachers. The epistemological interpretive paradigm was used to guide the study. The study assumed a naturalistic, exploratory investigation. The qualitative research methodology was used to conduct the study. Nine university teachers were purposively sampled from three universities (three teachers from each university) for the study. Data were collected through semi-structured interviews, participant observations, and focus group discussions. Data analysis was completed using the thematic networks analysis. Ethics considerations were observed by not disclosing personal information of the participants or information about the universities where they represented. This study was guided by four theoretical underpinnings: the connectivism theory, the transformative learning theory, the expectancy-value theory, and the dual systems theory. The primary research question guiding this study was: How does the professional identity of university chemistry teachers develop as they learn IBP through WhatsApp Messenger? A two-pronged approach was used in the research: (1) comparing the professional identity of the teachers before and after the course, and (2) observing and describing the professional identity process as the teachers undertook the course.
The results from the interviews conducted before the teachers undertook the WhatsApp Messenger-based IBP course showed that most teachers had a negative professional identity. They had become teachers for a variety of reasons, but they did not consider themselves teachers and believed they would leave university teaching if opportunities arose in the industry. They had no formal qualifications in pedagogy, and they did not believe that such knowledge was necessary. The majority of these teachers used teacher-centred approaches. Results from participant observations during the WhatsApp Messenger-based IBP course showed that the course slowly imparted to the teachers the norms associated with not only IBP, but other teaching approaches as well. WhatsApp Messenger provided a flexible online platform where the teachers interacted and exchanged ideas without the need to meet in a physical space. The results from the interviews conducted after the teachers participated in the WhatsApp Messenger-based IBP course showed that the participants' professional identity had changed positively. They now recognised the importance of pedagogy in teaching, they positively identified with the teaching profession, and some were considering acquiring formal qualifications in pedagogy.Curriculum and Instructional Studies
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Mlambo, Watson. "Information and communication technology in A-level physics teaching and learning at secondary schools in Manicaland Zimbabwe : multiple case studies /." 2007. http://eprints.ru.ac.za/1287/.
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Chang, Yu-Mei, and 張玉梅. "A Study of Relationships among Information Literacy, Information Technology Integrated into Teaching and Teaching Creativity in Elementary Teachers." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/38671814364795214247.
Full textAbstract:
碩士康寧大學
資訊傳播研究所
103
The aim of the research is to investigate relationships among teachers’ information literacy, information technology integrated into teaching and teaching creativity. By the questionnaire method, to inquire into the teachers with information literacy, information technology integrated into teaching and teaching creativity, and then to discuss the result of the survey. Finally, make the conclusion from the result, and bring up the suggestion. The result of the research is analyzed as follows. 1. In elementary schools in Tainan, the teachers’ information literacy, information technology integrated into teaching and teaching creativity belong to the intermediate level. 2. In elementary schools in Tainan, the teachers’ information literacy is obviously different depending on their backgrounds, such as gender, age, the scale of school, teaching seniority, educational background, incumbent duty, and hours for using computers per day. 3. In elementary schools in Tainan, the teachers’ information technology integrated into teaching is obviously variable on the gender, age, scale of school, teaching seniority, and hours for using computers per day. 4. In elementary schools in Tainan, the teachers’ teaching creativity is obviously variable on the age. 5. In elementary schools in Tainan, the teachers’ information literacy information technology integrated into teaching and teaching creativity are not variable on educational background. 6. In elementary schools in Tainan, the teachers’ information literacy, information technology integrated into teaching and teaching creativity are intermediate related. Information literacy, information technology integrated into teaching, and teaching creativity obviously influence one another. That is, the teachers in Tainan, the higher information literacy they are, the better information technology integrated into teaching and teaching creativity they have.
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LIAO, SHIH-YIN, and 廖詩吟. "A Study of Relationships among Information Literacy, Information Technology Integrated into Teaching, Teaching Creativity and Teaching Effectiveness for Tainan's Elementary School Teachers." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/7vr47w.
Full textAbstract:
碩士康寧大學
資訊傳播研究所
106
This research explored the relationship of information literacy, information technology integrated into teaching, teaching creativity and teaching effectiveness for Tainan's elementary school teachers. Based on the random sampling method, the questionnaire was administered online to teachers. A total of 400 valid responses were collected. These responses were analyzed on SPSS using methods including reliability and validity tests, descriptive statistics, independent-sample t-test, one-way ANOVA, correlation analysis, and regression analysis. The finding were as following : 1. Tainan's elementary school teachers' information literacy has a positive and significant influence on information technology integrated into teaching and teaching effectiveness. 2. Tainan's elementary school teachers have a positive and significant influence on the creativity and teaching effectiveness of Information technology integrated into teaching. 3. The teaching effectiveness of Tainan's elementary school teachers has a positive and significant influence on teaching creativity
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Chou, ChunFang, and 周君芳. "A Study of Relationship among Information Literacy, Information Technology Integrated into Teaching, Professional Growth and Teaching Effectiveness in Elementary Schools." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/37937341934189844795.
Full textAbstract:
碩士大葉大學
工學院碩士在職專班
101
In the digital information era, the teaching environment in schools has been largely changed that the applications of information technology to education has been concerned in modern education. In face of such a change, the front-line teachers should present sufficient information literacy on integrating information technology into the instruction so as to be competent of being a teacher. Teachers with sufficient information literacy could help the students sense the convenience of information technology and the safety in use, enhance the students’ learning interests, facilitate the teacher’s professional growth, and promote the teaching effectiveness in the information technology integrated into teaching. This study therefore tends to discuss the information literacy of teachers with questionnaire survey. The teachers’ attitudes towards information technology integrated into teaching, the opinions of professional growth, and the effects on teaching effectiveness are investigated. The research findings show that the information literacy, information technology integrated into teaching, and professional growth of the teachers in an elementary school in Changhua County are above the medium level; the teachers’ information literacy reveal significant differences in age, year of service, educational background, scale of school, and hours for using computers per week; the teachers’ information technology integrated into teaching are influenced by scale of school and hours of information trainings; however, the teachers’ professional growth is not affected by the background. The teachers’ information literacy, information technology integrated into teaching, professional growth, and teaching effectiveness show medium correlations; and, the teachers’ information literacy, information technology integrated into teaching, professional growth, and teaching effectiveness present significant effects.
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Chen, Hsiu Ping, and 陳秀萍. "A Study of Art Teachers'' Uses of Information Technology in Their Teaching." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/60864568816593995317.
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Peng, Lee Chih, and 李志鵬. "Strategic study on elementary school teaching with the aid of information technology." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/43428401618025759245.
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碩士國立新竹教育大學
進修部學校行政碩士班
92
Strategic study on elementary school teaching with the aid of information technology Abstract This study aims at understanding the strategy and implementation process flow of teaching with the aid of information technology , this study also try to understand the strategy development trend of teaching with the aid of information technology in all the information seed schools around Taoyuan county , with this understanding , the opportunity contained in the information-technology-aided teaching can thus be well grasped . With more understanding of the information-technology-aided teaching development trend and the strategies development situations , the results from this study are going to be an useful reference for developing effective strategies for information-technology-aided teaching in all the schools around Taoyuan county. To achieve the above-mentioned goal, we use literature analysis method , paper survey method , file analysis method and visit and talk method , the “Strategic model implementation survey table for information-technology-aided teaching” created by ourselves is used as the main research tool , the seed teachers in the information seed schools around Taoyuan county for academic year 2002 and 2003 are used as survey targets ,a total of 170 survey paper were issued , 147 copies of them are returned , the effective return rate is about 86.5% . In the visit and talk part , the main implementing persons and seed teachers in the information seed schools are used as the targets , that is , a total of 10 persons , this is used to supplement the insufficiency of the survey paper . We therefore come up with the following conclusions： 1. The implementation of teaching with the aid of information technology can be considered in three stages , that is , before , in , and after teaching , or it can be also considered in terms of teaching process flow , the function of teaching with the aid of information technology can only be seen with the implementation strategies taken into account . 2. For the implementation situations of information-technology-aided teaching strategies for all the seed schools around Taoyuan county , we can clearly see the situations from the cell model chart for information-technology-aided teaching drawn according to the paper survey results , it’s like amoeba cell , it varies according to implementation focuses or related background factors . 3. For the overall implementation situations of information-technology-aided teaching strategies around Taoyuan county , we can see them clearly from the survey result , in the two strategies such as “teaching tool preparation ” and “internet resource search ” , they show more development superiority , other strategy such as information-technology-aided teaching still need to be reinforced . 4. The development difficulties of information-technology-aided teaching include the followings : The attitude and driving force in teacher’s mind , the information technology knowledge and capability of the teacher in implementing information-technology-aided teaching and course design , the administrative support from schools , adaptation , the influence among teachers and the improvement of parent’s and student’s concept , the buildup of life-long learning concept among teachers , the difficulty in surmounting the difference between village and metropolitan area , the support degree of related equipments , etc. We therefore propose some related suggestions to the education administration institute , schools and future researchers . Key words：information-technology-aided teaching , teaching strategy with the aid of information technology , coral chart , cell model chart
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Shih, Meng-Ling, and 施孟綾. "A study of cultivating 5C Competences by integrating information technology into teaching." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/89389335282080069445.
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碩士國立東華大學
教育與潛能開發學系
104
Abstract Education is the foundation of a country and nurtures the young people. In a globalized generation, popularization of technology lead to changes of our life. Because of the changing times and the rapid development of technology, information integration has become one of the important issues in school. IT integration in teaching has been more emphasized on the teaching process of the seven learning areas. It should integrate the educational content and help students cultivate those abilities, including the knowledge of information technology and how to use them. In the past experience, it puts more attention on "teacher is the main subject." They make various digitized teaching materials and take IT practice as the novel materails. In recent years, in order to activate teaching, Ministration of Education creates a “Learner-Centered Teaching Model” to activate the 12-year Basic Education and enhance the core 5C Competences in the 21st century to promote teaching-learning model in E-Learning in Junior High and Elementary Schools. In view of the above, whether teachers can design the courses about 5C competences by integrating technology into the teaching curriculum is an important issue of contemporary educational development. Thus, this study is a case study of award-winning lesson plans about IT education integration to investigate how teachers help students cultivate these core competences (5C) through information technology. The researcher analyzes those information according to the relevant literature and the disposition scale of 5C competences. By the two-way proving, the researcher develops the examining indicator of 5C competences, which can be used to examine the information technology integrated into teaching. The award-winning lesson plans prove that teachers need these abilities about how to teach as well as how to design the courses. Thus, the researcher interviews the teachers who wrote the award-winning lesson plans about how they use IT education integration in their teaching. The researcher found that if teachers want to use IT education integration to cultivate students’ 5C competences, they are supposed to have these abilities about professional teaching skill as well as how to design the courses about IT education integration. Based on the findings, they can develop the good model about students’ learning and teachers’ teaching. Only proper teaching methods and strategies can stimulte students’ potential and cultivate their strong future. Keyword: information technology integrated into teaching design、5C competences、teachers’ professional development
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Shu-Mei, Huang, and 黃淑媚. "Infusing Information Technology into the Fifth-grade Taiwanese Language Teaching Experimental Study." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/13417623524829403011.
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碩士國立臺北教育大學
語文與創作學系語文教學碩士班
96
The study aimed to investigate the impacts of Taiwanese Language Instruction infusing Information Technology on students’ learning attitudes and effects. Experimental methodology was applied. Subjects were 68 fifth-graders from an elementary school in Chung-Shan District, Taipei City. 20 experimental lessons were implemented. “ Taiwanese Learning Attitude Questionnaire ”, Taiwanese Learning Efficiency Test ”, and “ Learning Attitude Questionnaire on Infusion Information Technology into Taiwanese Language Instruction” were administered as measurement tools before and after the experimental lessons. Descriptive statistics, t-test, one-way ANOVA, two-way ANOVA and Wilcoxon signed-ranks test were used for research analysis and discussion. The research results were as follows: 1.Infusing information technology into Taiwanese instruction promoted students’ learning attitude. 2.Infusing information technology into Taiwanese instruction enhanced students learning achievements. 3.Learning attitudes indicated no significant difference between different genders. 4.Learning attitudes showed no significant difference between different genders. 5.Students responded actively and positively to the Taiwanese language instruction method infusing information technology.
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KUO, CHIAO-YUN, and 郭巧韻. "The study of the relationships among Tainan City public preschool teachers’ information literacy, information technology integrated into teaching and teaching effectiveness." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/26145585132359553320.
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碩士亞洲大學
休閒與遊憩管理學系碩士在職專班
105
The purpose of this study is to understand the relationship among Tainan City public preschool teachers’ information literacy, information technology integrated into teaching and teaching effectiveness. A total of 256 valid questionnaires were collected from 305 teachers in public preschool in Tainan City. The data were analyzed by statistical methods such as item analysis, reliability and validity analysis, t-test, One-Way ANOVA, correlation and regression analysis. The results were analyzed as follows: First, Tainan City public preschool teachers’ information literacy in the total number of years of service and the park has a significant difference between the total number of service personnel, service years 4 to 11 years of teachers is better than 20 to 27 years of teachers; The total number of teachers from 7 to 9 teachers is better than the total of 4 to 6 teachers. Second, there is a significant difference between Tainan public preschool teachers and area of preschool, age, service years and the total number of teachers and nurses in the information technology integrated into teaching. The teachers aged 30 to 37 are superior to the teachers aged 38 to 45. Teachers with a service years 4 to 11 years are better than 20 to 27 years of teachers; the total number of teaching staff is less than 3 teachers is better than the total number of 4 Teachers with a total of 6 teachers and less than 3 teachers are better than the teachers with a total of 10 to 12 teachers. Third, the teaching effectiveness of public preschool teachers in Tainan City has significant difference in the total number of teachers and the number of teachers are join information study. The teaching effectiveness of total number of teaching staff less than three is better than 4 to 6 teachers; total number of teaching staff less than three is better than 10 to 12 teachers; a total of 7 to 9 teachers is better than 4 to 6 teachers. Fourth, the information literacy of preschool teachers in Tainan City has a significant positive impact on the integration of information technology integrated into teaching. The information technology integrated into teaching has a significant positive impact on teaching and learning; information literacy has a significant positive impact on teaching effectiveness; Information literacy and teaching effectiveness between the information technology integrated into teaching.
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Bhero, Shepherd. "Barriers to information and communication technology use." Thesis, 2013. http://hdl.handle.net/10210/8465.
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M.Com. (Business Management)Information and Communication Technology (ICT) is pervasive in tertiary education, commerce and industry, yet many disadvantaged rural areas and townships lag behind in technological development. For example, in rural schools students have weak ICT background and consequently their progress at tertiary education level and career choices suffer, easpecially in the urban career context. This study sought to identify the urban-rural divide in ICT and determine the causes. Questionnaires were distributed to a purposive sample of 196 students at the University of Johannesburg, Doornfontein Campus. The results show that practical use of computers starts at high school ages between 11 and 15 years. The computer instructions are less pronounced. There have been some ICT development initiatives by government and some other organisations although not well coordinated. The resource needs for uninhibited expansion of ICT include computers, connectivity and skilled educators. Despite the current efforts, rural areas and townships lag behind for various reasons such as; technological under-development, low literacy levels and poverty. Thus students from these disadvantaged communities are constrained in career choices and also struggle to cope at university because of the demand for ICT ability. The pervasiveness of ICT in all walks of life has created a digital divide to the extent that township and rural folk remain marginalised although Internet cafes have played a part in making ICT somewhat accessible. The explosion in mobile telephony and its widespread use even in rural areas have immense potential for ICT growth. However, education and awareness campaigns on the utility of cell phones as a medium for ICT will be essential. A renewed focus on computer education in primary school learners will “catch them young” and revolutionalise the ICT in South Africa. The development in ICT will require further substantial investment in ICT infrastructure and hardware as well as improving the skills of educators. The digital divide need be closed so that marginalised rural areas and townships can also derive the socio-economic benefits that ICT bring. Education will raise the literacy thresholds, which will increase awareness of the potency of ICT. Use of local language and content on the Internet will enhance its cultural relevance and acceptability. ICT is a global phenomenon and South Africa cannot afford to take a back seat.
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Lai, Yi-Tso, and 賴奕佐. "The Study on Teaching strategies for the Instruction integrated with Information and Technology." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/42066333740730121858.
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碩士國立臺灣師範大學
生命科學研究所
97
This research adopt the Interpretive research to explore the teaching strategies and teaching belief of a junior biological teacher who incorporated the Information Technology (IT) in his/her junior high school biology instruction. Besides, the purpose of this research was to induce the influence factors on the teaching strategy transformation of the case. The researcher carried on classroom observing, interview, and questionnaire investigation and collecting relevant teaching archives to interpret and analyze. The finding results of this research appeared that the case teacher took a positive and effective attitude toward the incorporation of the IT and thought that IT was an efficient teaching assistant to present information and saving the time of instruction. The major way of the case teacher to incorporate IT was directed instruction model which had structural teaching procedures and utilized multimedia teaching materials to show the learning goals clearly. The teaching strategies to incorporate IT included: Making teaching materials, setting up personal teaching database, and utilizing the multimedia teaching materials to motive students, to assist teacher’s lecture, to enhance learning retain, and to provide diverse teaching features, such as: Demonstrate, example, diagrammatic, simulation, prediction etc.. The influence factors on the teaching strategy of the case included: the development of teaching knowledge, the familiar use of the information technological equipment, the support of school personnel, the course content and progress, and teacher’s working burden.
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Lin, San-Pen, and 林三本. "A Study of Information Technology Integrated in Area Teaching Effect for Fifth Grade." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/hswr8b.
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碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
102
This study aimed to investigate the area teaching effect for fifth graders by information technology integrating into teaching. Research method adopted nonequivalent groups design of quasi-experimental study, the experimental group used GSP & AMA integrating into teaching mode, the control group integrated electronic textbooks teaching mode, a total of 52 subjects were from fifth graders of New Taipei City. The main findings are shown as follows : For teaching effect (a) there are significant immediate effect and relayed effect for experimental group. (b) there are significant retained effect for control group. (c) there are significant differences in immediate effect and relayed effect between two groups, and the performance of experimental group seems to be better than that of control group. For Problem-solving strategies and the error types (a) problem-solving strategies of experimental group seems to be more than those of control group. (b) error types of experimental group seems to be less than those of control group. For learning attitude (a) Mathematics learning attitude is not significant difference in two groups but learning confidence of experimental group seems to be more than that of control group. Finally, some suggestions of curriculum development, future research and teacher training are offered to be as the reference of teachers, curriculum editors and researchers.
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BATBILEG, ERDENETUYA, and 珍珠. "Using information technology in teaching and learning English: A Case Study in Mongolia." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/mbsc53.
Full textAbstract:
碩士國立虎尾科技大學
資訊管理系碩士班
106
In Mongolia, English is taught as a mandatory second language in schools and is one of the most important subjects for students for the university’s entrance examination. This study aims to inquire into what weakness in Teaching and Learning in the English classroom if Information Technology is used to further support their learning process success. The method used for the study is qualitative interviews, which six interviews with English teachers were worked in junior high school and universities and with six students who were studied in junior high school and universities. Also, Using SILL survey, aiming to estimate how often students employ specific Mongolian students’ strategies of language learning. It helps teachers to figure out their students’ profile of strategies and then they can define suitable methods or approach to when teaching English in their students. The result shows that there are essential features that can make provision for better opportunities for teacher and students in the English classroom. On the other hand, this research suggested to use information technology in teaching English for motivating the students to learn in class and the learning process could be more interesting and fruitful.
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Yeh, In-Chin, and 葉殷青. "A Study on Information Technology Integrated into Teaching the Seventh Graders Englsih Vocabulary." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/76600924217741416902.
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碩士國立新竹教育大學
教育與學習科技學系課程與教學碩士在職專班
103
To response to the internationalization , English is important to students. English ability should be based on English vocabulary. Integrating information technology into English teaching and learning is a key to enhance the interest in learning English and thus expands students’ vocabulary. So the purpose of this study was to examine the effects of applying SMART Response System and tablet computers to English vocabulary teaching and learning on seventh-grade students’ English learning achievements, learning attitudes and learning satisfaction. In this study, the English vocabulary of experimental teaching is from Unit Seven and Unit Eight in English Book Two. This study used a quasi-experimental design. Three seventh-grade classes in total of 90 students were randomly assigned to two experimental groups and one control group. One of the experimental groups used SMART Response to learn the vocabulary, while the other experimental group used tablet computers to learn the vocabulary. The control group used paper and pens to learn the vocabulary. The duration of the experiment was six weeks; a total of twelve sessions. The results are showed as follows: 1.The three groups’ learning achievements significantly progressed after the experiment. And the group of tablet computers assisted teaching was significantly better than the other two groups at total scores and the “spelling” and “meaning distingishing” factors of learning achievements . 2.In terms of learning attitudes, the two experimental groups significantly progressed and were significantly better than the control group. 3.The group of tablet computers assisted teaching was significantly satisfied with the teaching devices after instruction and was more significantly satisfied than the group of SMART Response assisted teaching.
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Cheng, Lin Shun, and 林順成. "The Study of Integrating Information Technology into Teaching by Junior High School Teachers." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/47391386051434593561.
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碩士國立高雄師範大學
工業科技教育學系
102
The Study of Integrating Information Technology into Teaching by Junior High School Teachers in Kaohsiung City Abstract This research aimed to understand the present situation of junior high school teachers in Kaohsiung City about integrating information technology into instruction, and the differences between teachers of various backgrounds; besides, it offered a reference for future study. To achieve the aim of the research, the researcher firstly built a framework by studying related research and documents; then a survey was conducted. The result was based on 707 valid samples from 752 junior high school teachers of 38 schools in normal areas and 9 schools in remote areas. Research data was analyzed by SPSS 17.0 for Windows, doing descriptive statistics, t-test, one-way analysis of variance, etc. The results are shown below： 1. Five aspects and the whole of integrating information technology into instruction by junior high school teachers in Kaohsiung City are inclined to "agree," which means junior high school teachers' attitude tends to be "positive," and" active;" in which " the need" scored the highest, and " the attitude," " the belief," " the whole," " the practice," and " the resource" are listed from high to low. 2. There are significant differences in some aspects of integrating information technology into instruction by teachers of different sex; in "the resource," male teachers act remarkably better than females. 3. There are significant differences in some aspects of integrating information technology into instruction by teachers of different marital status; in "the practice,""the attitude,"and "the whole," single teachers act remarkably better than married teachers. 4. There are significant differences in some aspects of integrating information technology into instruction by teachers of different years of teaching; in "the practice," "the attitude," "the belief," and "the whole," junior teachers act remarkably better than seniors. 5. There are significant differences in some aspects of integrating information technology into instruction by teachers of different teaching fields; in "the practice," "the belief," and "the whole," teachers of the art and the activity field act remarkably better than teachers of some other fields. 6. There are significant differences in some aspects of integrating information technology into instruction by teachers from different areas; in "the belief," "the resource," and "the whole," teachers from remote areas (including extra remote areas) act remarkably better than teachers from normal areas. 7. There are significant differences in some aspects of integrating information technology into instruction by teachers with different classroom members; in "the resource," teachers with "11 to 20 students" act remarkably better than teachers with "31 to 40 students." Keywords: integrating information technology into instruction; Kaohsiung City; teaching fields; remote areas
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Ramorola, Mmankoko Ziphorah. "A study of effective technology intergration into teaching and learning : a case study." Thesis, 2010. http://hdl.handle.net/10500/3573.
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The ability to utilise information and communication technologies (ICTs) has become a new literacy for the twenty first century. This literacy raises a number of challenges for teachers’ vis-à-vis their technical ability, knowledge and expertise in ICTs. These challenges are also identified by the White paper on e-Education as: participation in the information society, impact of ICTs on access, cost effectiveness and quality of education, and integration of ICTs in the teaching and learning process. There is a gap in the ability of learners and teachers to use ICTs effectively, to access online content, to create content of their own, to communicate and collaborate, and to integrate technology into teaching and learning. There is also little evidence of technology integration into classroom activities such as systematic planning and implementation of lessons. This study describes barriers to effective technology integration in senior secondary schools.
This was a qualitative case study conducted in technology rich senior secondary schools in the Tshwane North District, Gauteng Province. Data was collected from semi-structured interviews with office-based and school-based officials, focus group interviews with learners, lesson observations and document study. The findings point to lack of ICT specialist teachers to teach students computer skills, lack of teaching experience with ICTs, lack of support from the Department of Education, insufficient technology resources and absence of desired integration of ICTs in the curriculum. The long term aim of the study is to make substantive recommendations on the integration of ICTs in teaching and learning.
In conclusion, this study clearly indicates that there are schools around Gauteng Province with computer technologies that are not used for teaching and learning. Based on the research findings and suggestions for further research, a national strategy for designing and implementing computer technology policy should be developed in Tshwane North Region to integrate technology effectively into teaching and learning. This will help teachers to plan and teach with technology and assist learners to become technologically compliant with 21st century demands.Educational Studies
D. Ed. (Curriculum Studies)
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Chiou, Yung-hsing, and 邱永興. "he Study of Perception Gap between Information Technology Advocators and Receivers: A Case of Information Technology Implemented in Preliminary School Teaching Activities." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/40689335805460150502.
Full textAbstract:
碩士南華大學
資訊管理學系碩士班
97
Information Technologies (IT) implemented in preliminary school teaching activities is an important educational policy of Education Administration in Taiwan. Many researchers have devoted their efforts in addressing the issues. These include, but not limited to, studying on the pros and cons on the policy implementation. Yet, few of research show teachers'' and IT advocators'' voices about their experiences regard these activities in the schools. In this thesis, we conduct a qualitative research taking from the lens of Orlikowski and Gash''s "Technological Frames" to explore both teachers, as policy receivers, and IT advocators, as policy promoter, their voices about their experiences via narrative interviews. Our research results show that there is a perception gap between IT advocators and receivers for policy implementation and practicing even both of them commit to the goal of the policy. These findings contribute to the understanding of policy implementation and practicing, and have important managerial implication in practice.
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Sonnenwald, Diane H., and Seung-Lye Kim. "Investigating the Relationship between Learning Style Preferences and Teaching Collaboration Skills and Technology: An Exploratory Study." 2002. http://hdl.handle.net/10150/106474.
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This paper reports on an exploratory study that investigates the relationship between participants' learning style preferences and their perceptions of a professional workshop on collaboration and technology to support collaboration. The Learning Preference Scale-Students (LPSS) (Owens & Barnes, 1992) was administered to identify participants' learning style preferences as cooperative, competitive and/or individualized. Using cluster analysis two groups, or categories, of learning style preferences among the participants emerged. Group 1 showed a strong preference for the cooperative learning style, and Group 2 showed a strong preference for competitive and cooperative learning styles. Group 1 rated the workshop more positively than Group 2. However, Group 2 reported a larger increase in self-efficacy compared to those in Group 1 (18.9% vs. 6.0%). Both groups provided different suggestions regarding the content of the workshop. Group 1 suggested adding more discussions and group exercises, whereas Group 2 suggested adding explicit theory or rules to govern behavior. These findings indicate that learning styles should be considered as a potential variable that influences learning outcomes and preferences.
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Hung, Cheng-Hsien, and 洪正軒. "Action Study on Teaching How to Make a Festive Lantern by Integrating Information Technology." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/74860151162445744420.
Full textAbstract:
碩士國立高雄師範大學
工業科技教育學系
92
The study’s goal is to understand how to integrate information technology to the making of festive lanterns for fifth and sixth grade pupils by applying action research in primary school. The content includes: (1) analyzing the teaching/learning value of festive lantern art; (2) the process of integrating information technology in making festive lanterns; (3) feasibility application of festive lantern visual art lesson; (4) the introspection of teaching festive lantern making after integrating information technology. Methods of action research, literature analysis and survey were used for this study and the provided lessons were divided into categories such as “appreciation of beauty and culture”, “creation and performance” and “living experience” and so on for a total of eight units that were included in the program. The results are as follows: a.The festive lantern is used as a teaching material that conveys examination/appreciation, art creation, and culture inheritance in the visual art lesson. b.Information technology has a great learning effect of pupils. It not only advances their interest in learning, but also enlarges the depth and width of teaching/learning content. c.Excellent recognition performance in festive lantern and art. The pupils feel that the lesson is easy and they love it very much. It is a very proper lesson for them to learn. d.The lesson design should focus on the target and pupils. Information technology should only be a supplement. Using festive lanterns as teaching material for a visual art lesson in primary school should be well planned. The study also provides comments for relevant implementation and future direction.
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黃柏彰. "The Study on the Relationship between Information Technology literacy of teachers and teaching effectiveness." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/93046331456160966203.
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Liang, Huihsin, and 梁慧歆. "An Empirical Study of Elementary School Teachers’Continuous Implementation on Integrating Information Technology into Teaching." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/94138498487008174223.
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碩士大葉大學
管理學院碩士在職專班
100
Integrating information technology into teaching has become an indispensable efficient instrument for teachers in classroom. Although many teachers are satisfied with the outcomes obtained from integrated information technology into teaching, few teachers are continuous to implement this teaching method. The purpose of this study is to explore the factors affecting elementary school teacher’s intention of continuous integrating information technology into teaching from school’s administrative support and information system usage perspectives. The research model adopts school administrative support, task-technology fit, and expectation confirmation theory to measure the relationship of intention of continuous integrating information technology into teaching. A questionnaire was administrated to public elementary school teachers in Taichung City and 328 effective samples were collected. Research hypotheses were validated by a structural equation modeling approach. The results revealed: (1)school administrative support, task-technology fit, and satisfaction positively affect elementary school teachers’ intention of continuous integrating information technology into teaching; (2)perceived usefulness positively affects continuance intention through satisfaction; (3)expectation confirmation positively affects continuance intention through perceived usefulness and satisfaction. The validated model showed satisfaction affecting continuance intention as the strongest path. Based on the findings, implications and recommendations are discussed for education authorities, elementary school teachers, and the future research directions.
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Yuan, Chung Ching, and 鍾靜媛. "The Survey Study of the Integration of Information Technology into Chinese Phonetic Symbols Teaching." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/68051334023250216017.
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碩士國立臺北教育大學
語文與創作學系語文教學碩士班
96
This study elaborated on the effect of the first grade teachers’ implementation of information technology-integrated teaching on Mandarin Phonetic symbols. Four aspects of teaching: preparation, activities, assessment, and learning guidance were tested by a researcher-developed questionnaire “IT-integrated teaching on Mandarin Phonetic symbols Scale.” Four factors which influence the “IT-integrated teaching on Mandarin Phonetic symbols” were tested by a researcher-developed questionnaire “IT-integrated Teaching on Mandarin Phonetic Symbols Influencing Factors Scale.” By these tests, the study tried to understand the current effect of IT-integrated Teaching on Mandarin Phonetic Symbols and provided some suggestions to the first grade teachers and administers. Question Inquiry is the main method used in this study. The “IT-integrated Teaching on Mandarin Phonetic Symbols Questionnaires” were administered to the first grade teachers in Taipei county and city. 505 sample teachers were inquired and the data were analyzed by the statistic methods such as Average, Standard Deviation, T-test, Z-score, Chi-Square Test, One- Way MANOVA, Typical Correlations, and Multiple Regression Analysis. To conclude, unite, and analyze the sample teachers' opinions, we made conclusions from the fact as follows: 1. At present, the effect of the “IT-integrated Teaching on Mandarin Phonetic Symbols” was “in need of improving.” 2. The main factors influencing the effect of the “IT-integrated Teaching on Mandarin Phonetic Symbols were the Information literacy of teachers and the supporting level of administration. 3. Most elementary teachers are willing to utilize “IT-integrated Teaching on Mandarin Phonetic Symbols.” 4. At present, the main source of “IT-integrated Teaching on Mandarin Phonetic Symbols” are the CD-ROM provided by the textbook publishers. 5. The main factors to influence the effect of “IT-integrated Teaching on Mandarin Phonetic Symbols” are teachers’ age, teaching experience, and the first grade teaching experience. 6. The effect of “IT-integrated Teaching on Mandarin Phonetic Symbols” is affected by the scale and location of the school. 7. There are significant correlations between the influencing factors of “IT-integrated Teaching on Mandarin Phonetic Symbols” and the variables such as teachers’ age, teaching experience, the first grade teaching experience, academic background and the degree of information technology learning passport. 8. The influencing factors of “IT-integrated Teaching on Mandarin Phonetic Symbols” are affected by the scale and location of the school. 9. The study shows moderate relationships between the influencing factors of “IT-integrated Teaching on Mandarin Phonetic Symbols” and the current effect of teaching. 10. The influencing factors of “IT-integrated Teaching on Mandarin Phonetic Symbols” expect the current effect of teaching. Keywords: Mandarin Phonetic Symbols, Information Technology, IT-integrated Teaching