A study of Chinese technical and vocational college teachers' adoption and gratification in new technologies

This paper presents a study on the perceptions of primary school teachers regarding their knowledge, usefulness, and use of Information and Communication Technologies (ICT) in education. Likewise, the relationship between sex, age, working time and the educational center in which it is found with the perceptions about ICT is obtained. To answer these questions, a battery of 14 categorical closed questions is designed, divided into four blocks: socio-demographic information; knowledge of ICT; usefulness of ICT; and use of ICT. In the context of measuring the knowledge, usefulness and use of ICT in education, the novelty of this work relies on the design of an indicator for each of the ICT-related blocks following the methodology of Human Development Indicators created by the United Nations Development Program. In this research, 119 teachers from Spanish primary schools were chosen as the study sample to answer the questions’ battery. The results show a direct relationship between knowledge, usefulness, and use, although not significant. Although teachers are aware of the usefulness of ICT, and the Covid-19 pandemic has increased the use of technological tools for planning teaching in blended or distance learning lessons, this does not mean teachers have a greater knowledge of ICT. In addition, the findings indicate a greater knowledge by teachers in public schools, which contrasts with the finding that teachers in grant-assisted schools make the most use of ICT and find it the most useful. Finally, it is also suggested that the study's methodology and approach could be applied to other contexts or countries.

The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test

Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania

The integration of ICT is seen as one of the most important priorities of universities. Yet despite the existing infrastructure facilities and professional development, little appears to be happening in the classrooms. This study ascertained the integration of ICT in the instructional program of a university. Furthermore, this study examined the benefits of ICT tools in teaching as perceived by the faculty, competencies of the faculty in the use of ICT in teaching, accessibility of ICT tools and extent of support, staff development activities related to ICT tools, extent of utilization in terms of frequency and activities, and the problems that the faculty have encountered in their use of ICT in teaching. Using the descriptive design, the researcher-made questionnaire served as the main instrument in gathering the data. The study was conducted in a university in Cebu City. The respondents were 221 faculty members of the university. Results showed that the respondents perceived the use of ICT tools as very much beneficial to instruction. They perceived their ICT skills as less competent on database, web & multimedia, graphics & animation, and computer-based pedagogical skills. ICT hardware, software and internet facilities and resources were less accessible in terms of curricular and pedagogical ICT tools in instruction. The respondents claimed that they were supported in the use of ICT tools in instruction. The training opportunities were not sufficient to enable faculty to use ICT in actual teaching. There was very little use of ICT to facilitate higher order thinking skills among students. Respondents also revealed the serious problems facing the faculty in the use of ICT: no enough training opportunities; insufficient number of ICT hardware such as computers and peripherals; and insufficient time for teachers to prepare lessons using ICT. While the faculty of the university found it essential to integrate ICT tools for instructional purposes, there was limited use of these tools. Thus, there is a need to promote the integration of ICT tools in the instructional program, enhance the competencies of the faculty in the use of ICT tools in instruction, provide adequate infrastructure facilities, show presence of on-going support, and increase frequency of utilization and activities.

Although researchers agree that the information and communication technology affects the quality of learning, they don’t share the same ideas when it comes to determining whether the quality of learning depends on and is influenced more by the traditional role of the teacher, the role of information and communication technology (ICT), or the combined influence of both. Then to what degree does the quality of learning reflect the role of teachers, ICT, or both of them? This study examines the teaching and learning process in schools in the Gjirokastra county. Its aim is to analyze two issues: 1) What is the level of teaching process in schools of these districts, and 2) If the observed level of teaching process is a result of the role of teachers, of the use of ICT, or of their combined influence. The analysis is conducted and tested using two models: The first model gives priority to the traditional role of the teacher, whereas the second model gives priority to the use of ICT. By using the parameters of the two models this study has arrived at three findings: 1) The quality of teaching process is of an average level; 2) The teacher-centered model is used more than the model that gives priority to ICT; 3) The level of teaching process in schools that give priority to the role of teachers is higher than in schools that possess ICT infrastructure and teaching materials. This study tries to argue that the variation in the quality of teaching process and the influence of teachers and ICT is accounted for by the use of ICT. However positively it may affect the quality of teaching process, the use of ICT remains limited in its influence if not combined with the teacher factor. Knowledge and skills of teachers in using ICT influence the role and impact ICT itself has on the teaching process. The teaching process is more qualitative when it is a result not only of the traditional role of teachers, but also of the effective use and integration of ICT. DOI: 10.5901/jesr.2014.v4n1p239

Information and Communications Technology in Education

In the network society, the topic of gender has received considerable attention on behalf of researchers. Even though technology is claimed to be gender‐neutral, reality is different as women and men have been found to fundamentally differ from one another on a very basic level, for example, as far as their communication patterns are concerned. Hence, it is no surprise that women's use of information and communication technologies (ICTs) is no exception. Two major streams of research have dominated the field of gender and ICTs from the early 2000s, namely (a) gender and ICT use in general and (b) gendered ICT issues in the workplace. Research addressing gender and ICT use has taken up issues like ICT education and use among women, the domestication of ICT, as well as general aspects of ICT use, among others. In terms of work‐related issues, the most prominent topic concerns women's ability to manage the demands of both their professional and private lives—as well as how ICTs in the workplace enable them to develop or improve their IT skills, which are also found to be gendered.

This study focuses on how students of vocational courses related to Information and Communication Technologies (ICT) perceive the use they make of technologies in their learning. A questionnaire survey was applied in classroom to 314 students from 4 private and public schools, with the aim of understanding if the students recognize benefits in the use of ICT in teaching and learning, by answering the 34 premises presented to them. Most students recognize benefits from the use of ICT in teaching considering it improves and facilitates learning. They recognize the need to improve the pedagogical use of ICT and that teachers from the scientific and sociocultural components still make little use of the technologies in the classroom. These students consider that the courses they take prepare them to integrate the labor market, indicating good practices in learning with and from technologies in the technical classes. The premises about the disadvantages and obstacles resulting from the use of ICT were the ones that gathered the lowest consensus among students. They consider that the use of ICT is essential in learning and preparing to work with ICT and in a broader sense to live in a society of information and knowledge.

Use of Information and Communication Technology (ICT) Among Public and Private Sector Universities in Teaching and Learning Process

The convergence and development of information and communication technology (ICT) have brought changes to occupational therapy practices, posing novel challenges for occupational therapists (OTs). This study aimed to investigate current practices of ICT use and factors affecting the clinical use of ICT among Korean OTs. An online survey was conducted among 158 domestic OTs working in hospitals. Participants reported that the therapeutic use of ICT positively affected client outcomes, ICT choice, and continued use. Participants highlighted the necessity to assess the ability of clients to use smart devices and ensure familiarity in the OT process. Of respondents, 31% reported the application of ICT-based interventions or recommendations in clinical practice. The use of ICT was predominantly associated with cognitive function, leisure activities, and information access and communication. A significant difference in barriers to ICT use was observed between familiar users and non-users. Familiar users reported a lack of knowledge and training as major barriers, whereas non-users reported expensive products or technology. Ease of use and usefulness were facilitators of ICT use among familiar users. Information and training opportunities are required to promote ICT use by OTs, and the usefulness of ICT must be realized via client-centered, customized approaches.

Summary In December 1994 the Dutch government started several projects concerning the implementation of Information and Communication Technology (ICT) in the educational system. To systematically gather data on the use of ICT in other countries the Aggiornamento survey was started. The aim of the project was to find and describe transferable ‘examples of best‐practice’ on the use of ICT in education by teachers and students. Because of its great importance to the Dutch economy the attention was initially focused on the use of ICT in vocational education. During the project other forms of education were included in the survey. The Aggiornamento‐project used printed and electronic resources as well as working visits to obtain information. The initial project ended in May 1996 with a final public report on the World Wide Web (in Dutch). This article gives an overview of the results of the survey. The project will be continued. This article explains the rationale, context, activities and the conclusions of the intial project.

The classroom teaching and learning in the 21st century stress creativity and innovation. So, the use of information and communication technology (ICT) is seen as an important means to foster innovation. However, without genuine interest from teachers, it is difficult to integrate ICT in classroom instruction. Teachers are the engines that enhance the digitization of school teaching and learning process. However, the determination to implement ICT in the school curriculum and instructions lies in the hands of school leaders as rigorous use of ICT in teaching and learning could be effective if school principals provide required support. Therefore, this study examined the relationship between principals’ technology leadership behavior and teachers’ use of ICT in classroom teaching and learning in Bhutan. Data was gathered from 329 middle secondary school teachers through survey questionnaires. The study found that principals’ technology leadership behavior in Bhutan was at moderate levels with a positive relationship to teachers’ use of ICT. Likewise, statistical analysis revealed that two predictors of the principal’s technology leadership dimensions: support, management and operation; and productivity and professional practices were the best predictors of teachers’ use of ICT in the classroom.

Nowadays, more and more authors are convinced that ICT (information and communication technology) in early childhood education provides multiple possibilities for young children. The current study, conducted in Flanders, aims to get a clearer picture of ICT use in Flemish preschools. For this purpose, a questionnaire was composed consisting of newly developed and existing scales. Based on the answers of 232 preschool teachers, two types of ICT use are distinguished in early childhood education, ‘ICT use supporting basic ICT skills and attitudes’, and ‘ICT use supporting contents and individual learning needs’. ‘ICT use supporting basic ICT skills and attitudes’ occurs more frequently and is related to the grade of the preschoolers, teachers’ self-perceived ICT competences and the number of years of experience with ICT at school. ‘ICT use supporting contents and individual learning needs’ is strongly related to the grade of the preschoolers, teachers’ self-perceived ICT competences, ICT professional development and teachers’ attitudes towards the possibilities of ICT for teachers in early childhood education. This indicates that professional development is a crucial factor in stimulating ICT use that transcends teaching basic ICT skills and attitudes.

Information and communication technology (ICT) has had a major impact on various areas of human life, including the world of education. The use of ICT in education can provide many benefits for students, teachers and educational institutions as a whole. This article aims to examine the use of ICT in the world of education. This article takes data from various literature sources and research that has been conducted in various countries. The research results show that the use of ICT in education can provide significant benefits for students, such as increasing learning motivation, technological skills, cognitive abilities and creativity. Apart from that, the use of ICT can also provide benefits for teachers, such as making the teaching, evaluation and classroom management process easier. In educational institutions, the use of ICT can increase efficiency, productivity and service quality. However, the use of ICT in education also has challenges and risks that need to be considered, such as data security issues, unequal access, and dependence on technology. Therefore, the use of ICT in education needs to be done wisely and balanced with an appropriate approach to achieve the desired learning goals. In conclusion, the use of ICT in education can provide many benefits and opportunities for students, teachers and educational institutions. When using it, it is necessary to pay attention to the challenges and risks involved. Therefore, educational institutions need to carefully consider the use of ICT in education to achieve the desired learning goal

The objective of this paper is to reflect on the use of Information and Communication Technologies (ICTs) in education in general and in blended approaches in particular. With that aim the study analyzes teachers’ and students’ beliefs on the use of ICTs in two contexts: a teacher education course for the use of ICTs in blended approaches and an English for Specific Purposes (ESP) course, both offered in the MOODLE platform. The analysis was based on qualitative data from an interview and questionnaires answered by four teachers who took the course and nine learners who attended ESP classes during an academic semester. Results suggest that the use of ICTs in blended approaches by teachers at tertiary level is still scarce. Teachers perceive the incorporation of such resources as an extra burden. Though the course has given them practical and theoretical knowledge about the use of ICTs in blended teaching approaches, it was unable to change their beliefs on the use technology for pedagogical purposes. As for learners’ beliefs, results indicate they see the use of ICTs as a way to gain more opportunities for learning, interaction and language improvement, thus validating the use of ICTs in education. Given the divergence of beliefs regarding the use of ICTs in education, on the one hand, and its importance, on the other, the study concludes that while pedagogical practices are not aligned with the social context and demands of society, teachers may continue to perceive a low level of motivation and engagement on the part of students.