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Journal articles on the topic 'O' Level ICT Curriculum'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Wamimbi, Mbanazo Fred, Matovu Musa Dr, and Bisaso Ssali Muhammadi Dr. "Effect of Students' Competence in Using ICT Tools on the Implementation of the O' Level ICT Curriculum in Government Secondary Schools in Mbale District, Uganda." International Journal of Social Science and Human Research 07, no. 09 (2024): 6878–85. https://doi.org/10.5281/zenodo.13750691.

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The study established the relationship between students’ competence in using ICT tools and implementation of the O’ Level ICT curriculum in government-aided secondary schools in Mable District. The study used a survey study design whereby 192 students were interviewed. Data analysis was done descriptively using SPSS Version 22.0 and findings indicate a significant positive correlation between students’ competence in the use of ICT tools and implementation of the ICT curriculum (r-727, N=192, p=0.0000.05). The study concludes that majority of the students were not having basic

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Kibinkiri, Eric Len, and Shwemyar Colette. "Teachers’ Level of Training on ICT and the Implementation of ICT Curriculum in Some Public Primary Schools in Mezam Division, North West Region of Cameroon." Journal of Education and Teaching Methods 2, no. 1 (2023): 44–62. http://dx.doi.org/10.58425/jetm.v2i1.128.

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Purpose: This paper buttress the importance of training teachers on use of Information and Communication Technology (ICT) as one of the major boosters the government could support implementation of ICT curriculum in Cameroon public primary schools. This study examined teachers’ level of training on ICT and implementation of ICT curriculum in some public primary schools in Mezam Division. Methodology: The study employed a mixed method research design consisting of a cross sectional survey and an interpretive phenomenology. The sample was made up of 375 teachers and 72 head teachers who we

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Purwanta, Hieronymus, Sutiyah, Herimanto, Musa Pelu, Isawati, and Dadan Adi Kurniawan. "The Information and Communication Technology Literacy Level of Sukoharjo’s Senior High School Students." Jurnal Nasional Pendidikan Teknik Informatika (JANAPATI) 12, no. 2 (2023): 234–43. http://dx.doi.org/10.23887/janapati.v12i2.58554.

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The Ministry of Education and Culture inaugurated the Independent Curriculum for primary to secondary education in the new school year 2022/2023. Therefore, this study aims to obtain an overview of the readiness of information and communication technology (ICT) literacy skills mastered by public high school students. Research samples were taken from nine public high schools in Sukoharjo Regency, which implemented the Independent Curriculum. The focus of the research is directed at obtaining an overview of how their ICT literacy skills. The method used is a survey compiled based on the idea of

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Wamimbi, Mbanazo Fred, Matovu Musa Dr., and Bisaso Ssali Muhammadi Dr. "Students' Access to ICT Tools and Implementation of the 'O' Level ICT Curriculum in Government Secondary Schools Mbale District, Uganda." International Journal of Social Science and Human Research 07, no. 09 (2024): 6886–93. https://doi.org/10.5281/zenodo.13750699.

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In the current digital era, ICT use in the classroom is important for giving students opportunities to learn and apply the required skills. Therefore, this study sought to identify the level of ICT tools’ accessibility by O’ Level students in government secondary schools in Mbale District. A quantitative research design was used to collect the data from a sample of 192 that included school head teachers, teachers and students. Overall, the key challenges found identified in using ICT tools were: lack of access to laptops, printers and computer laboratories, projectors and screen. T

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Kanmodi, Kehinde Kazeem, Oghosa Evbuomwan, Njideka Jacob Nwafor, Emma Omoruyi, and Dabota Yvonne Buowari. "Incorporating “ICT” Training into Undergraduate Medical Curriculum:." Medical Journal of Zambia 47, no. 3 (2020): 215–22. http://dx.doi.org/10.55320/mjz.47.3.671.

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Background: The huge relevance of Information and Communications Technology (ICT) in healthcare cannot be overemphasized. Despite the huge benefits associated with the use of ICT in healthcare, many medical schools (especially in the developing countries) are yet to incorporate ICT education as an academic course in their school curricula. This study aims to assess the opinions of medical students on the incorporation of ICT as an academic course into undergraduate medical curriculum.  Material and Methods: This study was a cross-sectional online survey of 135 medical students. Stu

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Ayebi-Arthur, Kofi, Daniel Paa Korsah, Issah Bala Abudulai, Beatrice Birago, and Victoria Maame Boafowaa. "Basic school teachers’ attitude and confidence level in teaching the computing common-core programme curriculum in Ghana." Ghana Journal of Education: Issues and Practice (GJE) 9 (December 1, 2023): 63–94. http://dx.doi.org/10.47963/gje91503.

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This study investigates the attitudes and confidence levels of Basic 7-9 teachers in Ghana regarding the implementation of the Computing Common Core Programme (CCP) curriculum. Utilizing Rogers' Diffusion of Innovations Theory as a framework, the research explores factors influencing teacher confidence, including access to ICT resources and professional development opportunities. A descriptive survey design was employed, involving 287 teachers from public schools across Ghana. The findings reveal a high level of teacher confidence in teaching the CCP curriculum, despite limited access to ICT t

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Nwangwu, Emmanuel Chukwunweike, Chiaka Augusta Obi, and Edna Nwanyiuzor Ogwu. "Integration of Information Communication Technology (ICT) in the Curriculum of Federal Unity Schools (FUS) in Nigeria: Implications for Learning." Greener Journal of Educational Research 4, no. 4 (2014): 91–98. https://doi.org/10.15580/GJER.2014.4.021714113.

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The study examined the extent to which Information Communication Technology (ICT) is integrated into various school subjects in the curriculum as well as students’ utilization of and access to ICT, in order to establish a fact on its implications to e-learning. Data were collected from 105 Form 2 Junior Secondary School students from four Federal Unity Schools (FUS) in South Eastern Nigeria. Questionnaire was used for data collection that were analysed descriptively and quantitatively using frequency, percentages, charts, and cross tabulation chi-square to test the null hypothe

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Peter, Asha, and B. Mini Devi. "The Curriculum of LIS Post Graduate Courses in Universities of Kerala." Indian Journal of Information Sources and Services 8, no. 2 (2018): 68–74. http://dx.doi.org/10.51983/ijiss.2018.8.2.517.

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The study analyses the heterogeneity and homogeneity in the curriculum of Library and information Science(LIS) departments in Universities of Kerala at post graduate level and to know thelevel of adoption of ICT in the LIS curriculum. LIS programms throughout the world have instituted many curriculum changes as a result of technological achievements and advancement of ICT. Four departments are included in this study. The curriculum of the departments was collected personally. There are 3 institutions (75.00%) conduct 2-year integrated MLISc programme whereas one department M. G. University con

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Shumshunnahar, Shumshunnahar, Arifa Rahman Ruma, and Ruhul Amin. "The Constraints and Prospects of Integrating ICT in Bangladesh's Madrasa Education: Data and Explanations from Dhakil-level." Pancasila International Journal of Applied Social Science 3, no. 01 (2025): 1–18. https://doi.org/10.59653/pancasila.v3i01.1169.

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This research examines the challenges and opportunities of incorporating Information and Communication Technology (ICT) into Dhakil-level Madrasa teaching in Bangladesh. Despite the government's attempts to modernize education, ICT adoption in Madrasas remains much lower than in mainstream schools, with just 25% incorporating ICT into their curricula, compared to more than 70% in secondary schools. The study takes a mixed-methods approach, combining quantitative surveys and qualitative interviews to evaluate the present level of ICT infrastructure, teacher readiness, and cultural attitudes tow

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Rudy, F. Daling. "Proposed Recommendations in Implementing Information and Communication Technology ICT Integration in Schools' Curriculum." International Journal of Trend in Scientific Research and Development 2, no. 4 (2018): 2736–42. https://doi.org/10.31142/ijtsrd15764.

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This paper delves teachers' profile and problems encountered in ICT integration to propose measures and to enhance the implementation of Information and Communication Technology ICT integration in schools' curriculum, especially in terms of students' academic performance. A descriptive research design was employed. Data from questionnaire were treated by using frequency distribution to determine the teachers' profile, weighted mean and parameter was employed to determine the level of seriousness of the problems encountered and to propose recommendations in implementing ICT inte

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Ayebi-Arthur, Kofi, Issah Bala Abdulai, and Daniel Paa Korsah. "Basic School Teachers’ Attitude and Confidence level in teaching the new Standards-Based Computing Curriculum in Ghana." Ghana Journal of Education: Issues and Practice (GJE) 6 (December 1, 2020): 120–39. http://dx.doi.org/10.47963/gje.v6i.462.

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This study assessed the attitude and level of confidence of Basic 1-6 teachers in Ghana in implementing the new standard-based computing curriculum. The study employed the survey design. Simple random sampling and stratified sampling were used to select 127 teachers from five regions in Ghana. Frequencies, percentages and Pearson correlation statistics were used to analyse the data collected. The findings showed that most of the teachers have high confidence in handling the revised computing curriculum. In addition, most teachers have positive attitude towards using ICT tools for teaching and

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Ayebi-Arthur, Kofi, Issah Bala Abdulai, and Daniel Paa Korsah. "Basic school teachers’ attitude and confidence level in teaching the new standards-based computing curriculum in Ghana." Ghana Journal of Education: Issues and Practice (GJE) 6 (December 1, 2020): 100–119. http://dx.doi.org/10.47963/gje.v6i.523.

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This study assessed the attitude and level of confidence of Basic 1-6 teachers in Ghana in implementing the new standard-based computing curriculum. The study employed the survey design. Simple random sampling and stratified sampling were used to select 127 teachers from five regions in Ghana. Frequencies, percentages and Pearson correlation statistics were used to analyse the data collected. The findings showed that most of the teachers have high confidence in handling the revised computing curriculum. In addition, most teachers have positive attitude towards using ICT tools for teaching and

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Sabangan, Esperanza R. "Information and Communications Technology Curricular Offerings in the K-12 STEM: Inputs for a Program Plan." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 2876–944. http://dx.doi.org/10.47772/ijriss.2024.803210s.

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The findings of this study are crucial, as they might potentially be used as a foundation for creating educational curricula in Information and Communications Technology (ICT) for the K–12 STEM education. The research emphasizes the significance of customizing ICT program planning to address the different perspectives and challenges faced by various stakeholders in ICT curricular offerings in the K–12 STEM education. Curriculum specialists, school administrators, faculty members, and students all have similar viewpoints when it comes to the ICT curriculum offerings. The study has developed two

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Dzinoreva, Tendai, George Mavunga, and Logan Govender. "Towards a context-relevant, institution-based ICT integration model of teacher education curriculum at diploma level in Zimbabwe." African Journal of Teacher Education 12, no. 2 (2023): 162–88. http://dx.doi.org/10.21083/ajote.v12i2.7511.

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21st Century requirements for teaching and learning, driven by ICT advancements have opened doors for the development of models to guide and enhance ICT integration. Some countries have adopted international models and others have adapted them to suit their own environments. Zimbabwe still remains silent on what model it is using as there is no clear framework (policy related to ICT in education). In this paper, the authors focus on the Zimbabwean teacher education landscape in the absence of neither a distinct localised model nor an international one. Using literature review, document analysi

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Islam, Muhammad Monirul, Mahbuba Rahman, and Md Fajlay Rabbi. "Transforming teaching practices: Enhancing ICT-pedagogy integration through curriculum innovations in teacher education of Bangladesh." Journal of Research in Instructional 3, no. 2 (2023): 87–102. http://dx.doi.org/10.30862/jri.v3i2.223.

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The use of ICT in teaching and learning processes at all levels was highlighted in Bangladesh's educational policy. According to studies, there are not enough secondary-level instructors in Bangladesh who are proficient in using digital technologies for instruction. The purpose of this research was to explore options for updating the teacher education curriculum by filling up any gaps found in the development of ICT-Pedagogy integration abilities. In this study, the TPACK framework was utilized to pinpoint curriculum gaps, and a mixed-method approach was used to achieve the study's goals. The

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Waiti, Josiah Mwachi, Rosemary Khitieyi Imonje, and Mercy Mugambi. "Teachers’ Information and Communication Technology Application Skills Influencing English Curriculum Implementation in Schools in Kenya." Journal of Education and Development 7, no. 4 (2023): 38. http://dx.doi.org/10.20849/jed.v7i4.1379.

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With English as a universal language and a central player in a globalized digital world, the need for an acceptable level of teacher ICT application skills, competence among teachers of English is necessary. The Government of Kenya (GoK) has put in concerted efforts to propel Kenya towards vision 2030 by investing in ICT integration in curriculum implementation, to equip a professional teacher with ICT skills for quality classroom practices and satisfactory learner performance in national examinations. Despite the efforts by the GoK to equip teachers with ICT skills for good results in English

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Evbuomwan, Oghosa, Kehinde Kazeem Kanmodi, Njideka Jacob Nwafor, Emma Omoruyi, and Dabota Yvonne Buowari. "Incorporating “ICT” Training into Undergraduate Medical Curriculum: An Online Survey assessing the opinions of Medical Students." Medical Journal of Zambia 47, no. 3 (2020): 215–22. http://dx.doi.org/10.55320/mjz.47.3.89.

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Background: The huge relevance of Information and Communications Technology (ICT) in healthcare cannot be overemphasized. Despite the huge benefits associated with the use of ICT in healthcare, many medical schools (especially in the developing countries) are yet to incorporate ICT education as an academic course in their school curricula. This study aims to assess the opinions of medical students on the incorporation of ICT as an academic course into undergraduate medical curriculum.Material and Methods: This study was a crosssectional online survey of 135 Nigerians who were studying Human Me

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18

Simkhada, Anusha, and Arpan Gelal. "Assessing ICT Competence among Secondary-Level Teachers in Kathmandu Valley." Samriddhi Journal of Development Studies 9, no. 1 (2023): 31–39. http://dx.doi.org/10.3126/sjds.v9i1.71626.

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This study investigates the state of ICT integration in Kathmandu's school education system, particularly the ICT competency of secondary-level teachers. The research employed a quantitative methodology utilizing a close-ended questionnaire with 41 teachers from four community schools. The collected data was analyzed using t-tests and ANOVA through SPSS. Additionally, the qualitative insights from the interview complemented the research. The findings of the study reveal a moderate proficiency in ICT competency among secondary-level teachers, with the low competence observed in ICT knowledge an

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Montesna, Yuhandri, and Jufriadif Na’am. "Penentuan Materi Layanan Bimbingan TIK Menggunakan Algoritma C4.5." Jurnal KomtekInfo 6, no. 1 (2019): 19–28. http://dx.doi.org/10.35134/komtekinfo.v6i1.38.

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Changes in curriculum from KTSP (Education Unit Level Curriculum) to 2013 Curriculum result in changes in Information and Computer Technology (ICT) subjects to ICT Guidance (BTIK). These subjects are not scheduled in general, so students need to be guided by questionnaires. To find out the right guidance needs data mining is needed. So this research is done in determining the accuracy of the guidance needs in accelerating the process of questionnaire data. The method used is C4.5 Algorithm. The results of the study have an accuracy of 90%, so it can be recommended in determining guidance mater

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V. Duhaylungsod, Arvin. "Matching ICT Skills and Competency for Industry Employability: Basis for Curriculum Enhancement." International Multidisciplinary Research Journal 4, no. 1 (2022): 260–69. http://dx.doi.org/10.54476/8305919.

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The study evaluated the level of ICT skills and competencies needed by the industries from BS Information Technology graduates intended for curriculum enhancement in Zamboanga Peninsula Polytechnic State University. Academic and the Industry Sector assessed the needed competencies for an entry-level position in IT Department. More so, the study employed a descriptive-quantitative method and utilized weighted mean and T-test as statistical tools for analysis of data. Results revealed that both Industry and Academic sectors rated extremely required Technical Support Specialist, System Administra

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Martin, Junior. "Pre-Service TVET Teachers’ Perceptions of their Readiness to Integrate ICT In the Curriculum." International Journal of Social Policy and Education 1, no. 2 (2019): 7–16. https://doi.org/10.61494/ijspe.v1n2a2.

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The Jamaican Government with support from UNESCO have begun the implementation of the Information and Communications Technology Competency Framework for Teachers (ICT-CFT). A new ICT-CFT Curriculum has been developed from this framework and is currently being piloted at the University of Technology, Jamaica. This study was conducted among the pilot group of pre-service teachers to determine their perceptions of the impact of this new course of study on their abilities to integrate ICT in their specialist areas. Two research questions guided the study. A total of 30 pre-service TVET teacher, tw

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V. Duhaylungsod, Arvin. "Industry Employability ICT Skills Vis-À-Vis ICT Skills of the Information and Communication Technology Program of Senior High Curriculum." International Multidisciplinary Research Journal 3, no. 2 (2021): 34–41. http://dx.doi.org/10.54476/iimrj284.

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This research was conducted to determine whether the skills and competencies of the ICT strand's Senior High School Curriculum match the ICT skills needed by the various industries in Zamboanga City for employability. The findings serve as a source of information for other senior high schools in the Philippines from different regions. In this analysis, a Descriptive Quantitative method of research was adopted. The results showed that the respondents highly needed (Computer Systems Servicing NC II), (Computer Programming .net Technology NC III) and (Broadband Installation Fixed Wireless Systems

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Chinhara, Henry, and Alice Kuyayama. "Exploring the Readiness of Early Childhood Development Environments to Integrate ICT: Assessing Stakeholder Capacity." Current Research Journal of Social Sciences and Humanities 8, no. 1 (2025): 83–101. https://doi.org/10.12944/crjssh.8.1.08.

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The paper explored the integration processes and challenges of Information Communication Technologies (ICT) in early childhood development (ECD) curriculum. The developmentally appropriate practice theory was employed to uncover procedures and challenges of ICT integration in early childhood development environments. The focus was on the barriers that early childhood development institutions face in their efforts to integrate ICT in the ECD curriculum and to uncover pockets of good practices that are experienced in the institutions. Researchers used the Mixed method research approaches to unco

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Sodeinde Victor Oluwaseyi, Salako Oluwaseun Adewale. "Effect of Information and Communication Technology on Curriculum Delivery in Tertiary Institutions in Nigeria." Sumerianz Journal of Social Science, no. 72 (July 6, 2024): 15–20. http://dx.doi.org/10.47752/sjss.72.15.20.

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The impact of information and communication technology (ICT) on the delivery of curricula in Nigerian tertiary institutions is thoroughly examined in this article. Technology’s fast evolution has made it more common for educational settings to use ICT technologies, which presents both many opportunities and difficulties for developing and delivering curricula. This study used a systematic Literature review as part of its research approach, which also included pertinent reports, academic publications, research papers, and a structured questionnaire. According to the findings, ICT has had a subs

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Pang, Sina, Ravy Nhor, and Sereyrath Em. "CAMBODIAN TEACHERS' READINESS OF USING ICT: THE CASE OF RURAL UPPER-SECONDARY SCHOOLS." Jurnal As-Salam 6, no. 2 (2022): 145–62. http://dx.doi.org/10.37249/assalam.v6i2.432.

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Many people in the twenty-first century are familiar with technology. The Education? Ministry of the Kingdom of Cambodia has also included ICT subjects in the school curriculum. However, due to the lack of preparation, many Cambodian teachers, especially those living in the countryside, face many challenges with ICT applications and seem unprepared to use ICT in their teaching. The current study employed a quantitative method through survey techniques. It aimed to examine Cambodian teachers' perceptions of ICT use in the classroom, the level of training on ICT, and the challenges of technical

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Jude Uzodinma, Ofoegbu, Abang Kingsley, Ekarika Catherine Boniface, and Nonso N Bisong. "Perception of school teachers towards integrating ict in senior secondary school curriculum: aftermath of covid-19 pandemic." Global Journal of Educational Research 22, no. 2 (2023): 143–50. http://dx.doi.org/10.4314/gjedr.v22i2.4.

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 The study is aimed at determining the perception of school teachers’ towards integrating ICT in senior secondary school curriculum content delivery, aftermath of Covid-19 pandemic. The study adopted a survey research. The Population of the study consisted of all 310 Senior Secondary School teachers (78 males and 132 females) in Owerri municipal Council of Imo state. The sampling technique used is purposive since the population is small. The researchers designed an assessment questionnaire which was used for data collection. It has a reliability co-efficient of 0.83 determined through cr

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Ogenyi, Fabian Chukwudi, Val Hyginus Udoka Eze, and Chinyere N. Ugwu. "Navigating Challenges and Maximizing Benefits in the Integration of Information and Communication Technology in African Primary Schools." International Journal of Humanities, Management and Social Science (IJ-HuMaSS) 6, no. 2 (2023): 101–8. http://dx.doi.org/10.36079/lamintang.ij-humass-0602.599.

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The integration of Information and Communication Technology (ICT) in the educational systems of both public and private primary schools in Africa has become a crucial factor in enhancing teaching and learning. This paper explores the role of ICT tools in education, including computers, interactive whiteboards, learning management systems, educational apps, online collaboration tools, television, and online assessment tools. It discusses their applications and the advantages they offer, such as fostering creativity, improving academic performance, increasing motivation and responsibility, and p

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Zatserkovnyi, О. "ICT integration in education: aligning experiences of ESP lecturers in economic universities." Teaching languages at higher institutions, no. 44 (May 31, 2024): 38–59. https://doi.org/10.26565/2073-4379-2024-44-03.

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In today’s digital era, the integration of Information and Communication Technologies (ICT) into education is increasingly essential. This is vital for preparing students to meet the challenges of the modern workforce. This study investigates the experiences of English for Specific Purposes (ESP) lecturers in integrating ICT into the Economics curriculum. Its aim is to identify challenges, strategies, and opportunities for enhancing ICT integration in this context. The study employs a mixed-methods approach. It combines survey data analysis with focus group discussions to explore lecturers’ pe

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Hewagamage, Champa, and K. Priyantha Hewagamage. "A Framework for Enhancing ICT Competency of Universities in Sri Lanka." International Journal of Emerging Technologies in Learning (iJET) 10, no. 5 (2015): 45. http://dx.doi.org/10.3991/ijet.v10i5.4802.

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In the current information society, the need for securing human resources acquired with ICT competency is becoming a significant factor. Information Communication Technology (ICT) competency describes more than awareness or driving license level of using computing facilities and networking services to carry out different tasks. Undergraduates of a university will become knowledge workers in the society and they should acquire the knowledge, skills and attitudes using the modern ICT technology to carry out their job tasks effectively. This paper presents the current status of ICT Competency in

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Toguinay, Rachel G. "ASSESSING ICT COMPETENCE AND ITS IMPACT ON ACADEMIC PERFORMANCE AMONG BACHELOR OF ELEMENTARY EDUCATION STUDENTS." Ignatian International Journal for Multidisciplinary Research 2, no. 9 (2024): 131–40. https://doi.org/10.5281/zenodo.13643425.

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This research investigates the Information and Communication Technology (ICT) skills of Bachelor of Elementary Education (BEEd) students at Benguet State University-Buguias Campus. The study aims to evaluate students' proficiency in ICT, identify challenges affecting their academic performance, and recommend enhancements to ICT training within the curriculum. ICT's integration into education is critical, as highlighted by the Philippine government’s efforts to promote technology use in schools through legislative acts like Republic Act No. 10844 and DepEd Order No. 36, Series of 2013 (De

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Makrakis, Vassilios, Nikos Larios, and Gkolfo Kaliantzi. "ICT-Enabled Climate Change Education for Sustainable Development Across the School Curriculum." Journal of Teacher Education for Sustainability 14, no. 2 (2012): 54–72. http://dx.doi.org/10.2478/v10099-012-0009-5.

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Abstract A radical shift in pedagogy is necessary for information and communication technology (ICT) to enhance teaching and learning for sustainability. Climate change takes an inter/crossdisciplinary approach attempting to synthesise diverse ideas and observations concerning global warming. This paper deals with the integration of climate change across the school curriculum through a web-based hypermedia application entitled ICT-enabled integration of climate change education (CCE) that is used as a resource for the EU-funded project ICT-enabled education for sustainable development (ESD). T

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Jo, Eun Hee, Young Sook Yoon, Yang Sin Kim, Yong Kung Kim, and Shin Hee Kim. "A Study on Evaluation System for Nursing Bachelor Degree Program Outcomes: Focus on Utilization of Information and Communication Technology and the Latest Healthcare Technology." Korea Society of Nursing Research 6, no. 2 (2022): 79–90. http://dx.doi.org/10.34089/jknr.2022.6.2.79.

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Purpose : This study was conducted to develop an program outcome evaluation system for the Utilizing Information and Communications Technology (ICT) and the Latest Health-Care Technology, required for nursing education accreditation. With respect to the accreditation criterion on program outcomes, it is necessary to understand the relationship between nursing education objectives, curriculum, and assessment. Methods : A methodological research design was adopted. To ensure the theoretical validity of the program outcome evaluation system, it was verified against the learning objectives of nurs

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Dawadi, Shiva Datta. "Teaching Mathematics Through Online at the University Level: An Ethnographic Inquiry." Educator Journal 11, no. 1 (2023): 98–113. http://dx.doi.org/10.3126/tej.v11i1.54458.

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Teaching mathematics at the university level expects a more complex form of algorithmic and theoretical exploration which sometimes could not be delivered as enough as the curriculum demands. In this context, this study primarily focused on exploring the opportunities and challenges of online classes while teaching-learning mathematics at the university level. It is an ethnographic study in which three students and a teacher who had a long experience in online teaching-learning practices were taken as the key respondents. The key informants were requested for writing the reflection about their

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Tan, Choon Keong, Min Han Alvin Auh, and Kean Wah Lee. "THE DIFFERENCE IN THE DEFINITION OF SUCCESSFUL IMPLEMENTATION OF THE ICT CURRICULUM BETWEEN THE TEACHER TRAINEES, ADMINISTRATOR, AND LECTURER." Journal of Information System and Technology Management 4, no. 14 (2019): 01–17. http://dx.doi.org/10.35631/jistm.414001.

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The study is a case study on a group of teacher trainees currently in their sixth semester in a teacher training college. The study investigated the implementation of subjects to prepare teacher trainees to use ICT in the classroom. The study was conducted in a teacher training college in Kota Kinabalu, Sabah. The focus, in this case, will be on how the teachers were trained in the college to use technology, integrate technology into their pedagogy and use technology to deliver the content of the lesson. The study utilized Trowler’s (2003) implementation staircase to establish how the implemen

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Poboroniuc, Marian Silviu, Antoanela Naaji, Jana Ligusova, et al. "ICT security curriculum or how to respond to current global challenges." World Journal on Educational Technology: Current Issues 9, no. 1 (2017): 40. http://dx.doi.org/10.18844/wjet.v9i1.916.

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The paper presents some results obtained through the implementation of the Erasmus LLP “SALEIE” (Strategic Alignment of Electrical and Information Engineering in European Higher Education Institutions). The aim of the project was to bring together experts from European universities to enhance the competitiveness of Electrical and Information Engineering (EIE) education within Europe, especially in relation to modern global technical challenges and to provide higher education models in a few EIE fields in accordance with these challenges. One of the outcomes of the project was a new ICT (Inform

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Arduini, Giovanni. "Curriculum innovation with Universal Design for Learning." EDUCATION SCIENCES AND SOCIETY, no. 1 (June 2020): 90–103. http://dx.doi.org/10.3280/ess1-2020oa9460.

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Universal Design for Learning (UDL) is one of the approaches that most effectively emphasize the concept of individual uniqueness, at international level: each of us perceives the world in a different way, acquires and processes information in different ways, has multiple intelligences and skills. The trend of contemporary teaching places the focus on the characteristics and needs of the learner, so it is essential to recognize and value each member belonging to the class, including pupils with disabilities and learning difficulties. With the UDL it is possible to overcome the idea of modifyin

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Mahdum, Mahdum, Hadriana Hadriana, and Maria Safriyanti. "Exploring Teacher Perceptions and Motivations to ICT Use in Learning Activities in Indonesia." Journal of Information Technology Education: Research 18 (2019): 293–317. http://dx.doi.org/10.28945/4366.

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Aim/Purpose: This study aims to investigate the perceptions and motivations of state senior high school teachers in rural districts in Indonesia towards ICT use in learning activities. Background: In 2013, Indonesian government launched an ICT-based curriculum known as 2013 Curriculum. According to this curriculum, ICT must be integrated into all subjects as learning resources and media. Even though there are growing numbers of research investigating teacher perceptions and motivation to ICT use in teaching and learning process, little has focused on teachers in rural districts in Indonesia. R

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Syafruddin, Syafruddin, I. Wayan Suastra, and I. Wayan Lasmawan. "Implementation of the Merdeka Curriculum and Readiness of Educational Infrastructure in Elementary Schools." JISIP (Jurnal Ilmu Sosial dan Pendidikan) 8, no. 3 (2024): 1873. http://dx.doi.org/10.58258/jisip.v8i3.7178.

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Education is a cornerstone in shaping competent and adaptable generations. Merdeka Curriculum was introduced as an educational reform effort in Indonesia to grant students the freedom to develop their potentials according to their interests and talents. However, the implementation of Merdeka Curriculum faces challenges, particularly in educational infrastructure readiness, especially at the primary school level. Adequate educational infrastructure, including physical facilities, access to information and communication technology (ICT), and availability of competent human resources, is crucial

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Mutembei, Stephen Christopher, and Emily Nyabisi. "Influence of Teacher Level of Training on the Implementation of CBC in Public Special Schools for Learners with Visual Impairment in Kitui County." Asian Journal of Education and Social Studies 45, no. 3 (2023): 8–20. http://dx.doi.org/10.9734/ajess/2023/v45i3983.

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The government of Kenya has put a lot of effort on provision of education for all irrespective of their abilities. Teachers as the key educational implementers have a great role in provision of education. With this regard, the purpose of this study is to assess the influence of teacher level of training on the implementation of CBC. This study was guided by curriculum implementation theory by Gross [23]. The study adopted a descriptive survey design and it targeted teachers, head-teachers and learners in special schools for learners with visual impairment in Kitui County. Purposive sampling me

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Nongiba, Alkanam Kheni, and Adamu Mushiatu. "Assessment of Information and Communication Technology (ICT) Use in Construction Education in Ghana." Journal of Scientific Research & Reports 14, no. 6 (2017): 1–11. https://doi.org/10.9734/JSRR/2017/34462.

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<strong>Aim:</strong> The construction industry in the last two decades has witnessed remarkable advancements in construction technology, procurement practices, information technology (IT), legislation and client demands. The paper explores the use of ICT tools in construction education in Ghana. <strong>Study Design:</strong> The study adopted a survey design and was conducted over a period from June 2013 to September 2014. <strong>Methodology:</strong> A five-point Likert scale survey questionnaire was developed and administered to 50 lecturers and 275 students in six selected public tertiar

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Tafa, Taofik, Sarafa Adeyemo, Barikisu Abubakar, and Khadijat Isah. "Efficacy of Information and Communication Technology (ICT) Skills on Competency Level among Secondary School Computer Teachers in Zamfara State." Zamfara International Journal of Education 3, no. 3 (2023): 43–49. https://doi.org/10.5281/zenodo.10027469.

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This study examined efficacy of ICT skills on competency levels of computer teachers in Zamfara state. The study is descriptive research of a survey type. A structured questionnaire tagged "ICT needs and competence level among secondary school computer teachers in Zamfara State" was used to generate data for the study. The reliability of the instrument was determined using Cronbach Alpha and the Alpha value was found to be 0.73. Draft questionnaire was presented to experts and specialists in ICT for face validation. The target population for the study was computer studies teachers in

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Dr., (Mrs.) A. A. Ibrahim, and Muhammad GEDAWA Bello. "Crises in Implementation of English Studies Curriculum at Junior Secondary School Level in Nigeria." RA JOURNAL OF APPLIED RESEARCH 08, no. 08 (2022): 643–48. https://doi.org/10.5281/zenodo.7033767.

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ABSTRACT English language plays roles as language of instruction and core subject at junior secondary school (JSS) level in Nigeria as it is indicated in the National policy on Education (NPE (2004). The English studies curriculum at JSS level of education is an integrative document where English language and Literature in English language were integrated to achieve the set objectives of language education. This paper, therefore, attempts to make a review on the challenges in the implementation of JSS English studies curriculum in Nigeria. A review of the previous studies related to this paper

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Almithqal, Eyad A., and Tomasz John. "Exploring barriers and facilitators of ICT in English pronunciation instruction: Perspectives from Jordanian tertiary education." Pedagogical Research 9, no. 4 (2024): em0220. http://dx.doi.org/10.29333/pr/15028.

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This study examines the barriers and facilitators to integrating ICT in teaching and learning English pronunciation among university lecturers and students. Three female lecturers from a Jordanian government university's Department of Pharmacy, with teaching experience spanning 3 to 10 years, participated, along with six focus groups of male and female students aged 20 to 23 from the Faculty of Pharmacy. Thematic analysis uncovered barriers such as limited ICT access, inadequate training, large class sizes, time constraints, and students' negative attitudes and low ICT skills, alongside facili

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Goldstein, Olzan, and Eero Ropo. "Preparing Student Teachers to Teach with Technology: Case Studies in Finland and Israel." International Journal on Integrating Technology in Education 10, no. 3 (2021): 19–35. http://dx.doi.org/10.5121/ijite.2021.10302.

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This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons.

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Acharya, Gobinda Prasad. "Student's Perception towards ICT Use in Government and Non- Government Schools of Surkhet District." Intellectual Inception: A Multidisciplinary Research Journal of Bhojpur Campus 2, no. 1 (2024): 21–32. http://dx.doi.org/10.3126/iimrjbc.v2i1.68646.

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This article delves into students' perceptions of Information and Communication Technology (ICT) use in government and non-government schools in Surkhet District. The main objective of the article is to explore the perception of students towards the use of ICT in government and non-government school in Surkhet district. In this article, a mixture of article methods is used including both quantitative and qualitative approaches. All the secondary level students in 18 schools of Surkhet district was the population of the article. Among the students of 18 schools, 424 were selected as sample. Que

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Fadhilah Hamid, Syifa, and Siti Drivoka Sulistyaningrum. "DESIGNING ICT COMPETENCES – INTEGRATED SYLLABUSES OF SPEAKING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (2019): 1–13. http://dx.doi.org/10.21009/ijlecr.051.01.

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ICT implementation has been broadly used in all sectors of human‘s life including education. One of the ICT implementations in education is integrating ICT into curriculum, syllabus or course outline. Meanwhile, speaking has become a skill that utmost significance to acquire. Thus, this study aims at designing ICT competences integrated – speaking syllabuses for English Language Education Study Program (ELESP) by analyzing the existing speaking syllabuses from various universities in Indonesia. The analysis involved the ICT competences proposed by UNESCO, Digital Media Descriptors of English P

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Anapey, Gideon Mensah, Dominic Kwaku Danso Mensah, and Stephen Antwi-Danso. "Structural Equation Modeling of Cognitive Determinants of Technology Integration Literacy in Ghanaian Higher Education." International Journal of Educational Studies 1, no. 3 (2018): 181–94. http://dx.doi.org/10.53935/2641-533x.v1i3.87.

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Technological innovations are altering the lives of the poor, rich, nation‘s economics, and education globally. Hence, Ghana‘s commitment to formulate the ICT for Accelerated Development (ICT4AD) Policy in 2003 to achieve the transformative vision of competing favorably in the knowledge economy in addition to the introduction of ICT- related subjects in the Ghanaian schools to develop the human resources for indigenous knowledge development is laudable. However, instructional technologists feared that the Ghanaian ICT curriculum from basic to tertiary level might be too generic and lacking cur

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Ainoutdinova, I. N., T. M. Tregubova, J. Ng, and V. A. Kopnov. "New roles and competencies of teachers in the ICT-mediated learning environment of Russian universities." Education and science journal 24, no. 1 (2022): 191–221. http://dx.doi.org/10.17853/1994-5639-2022-1-191-221.

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Introduction. The research considers organisational and functional changes in the learning environment of Russian universities mediated by the spread of ICTs in education. ICTs affect the structure and content of curriculum and the relationship of participants in the educational process, which actualises the need to revise a place, roles, knowledge and competencies of humanities teachers. External and internal factors induce teachers to change approaches, methods and teaching technologies in accordance with the social request for high quality training of future professionals in the ICT-mediate

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Joshi, Bishnu Maya, and Shambhu Prasad Khatiwada. "Motivational Barriers to Use Information and Communication Technology: Tribhuvan University Teacher’s Perception." Tribhuvan University Journal 40, no. 1 (2025): 95–109. https://doi.org/10.3126/tuj.v40i1.80100.

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The integration of Information and Communication Technology (ICT) into higher education has revolutionized teaching and learning, offering opportunities for greater engagement, innovative pedagogy, and efficient management of academic tasks. However, despite the growing digital infrastructure and policy emphasis on ICT, university teachers often encounter several barriers that hinder its effective utilization. Among these barriers, motivational issues stand out as significant factors impacting the willingness and readiness of educators to incorporate ICT into their professional routines. Under

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Musdahlipah, Musdahlipah, Ervan Johan Wicaksana, Upik Yelianti, and Puji Rizky Widyaningsih. "Analysis of the need for ICT (Information and Communication Technology) based biology teaching materials at the high school level." BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan 5, no. 2 (2023): 243. http://dx.doi.org/10.20527/bino.v5i2.15892.

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Based on the demands of the learning curriculum in the classroom, it must create an atmosphere that is active, creative, analytical, and critical in solving problems through the development of thinking skills. However, the involvement of students in learning activities in class is still low. The research aims to determine the need for ICT-based biology teaching materials and the constraints in applying them. The research used a qualitative descriptive approach, the subjects of the research were class X students, biology teachers, ICT teachers, and Deputy Principal for Curriculum. The sampling

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