Enhancing education delivery in Guyana at the general secondary school level: Opportunities for the use of computer‐assisted instruction

Protocol for a Systematic Review: Provision of Information and Communications Technology (ICT) for Improving Academic Achievement and School Engagement in Students Aged 4‐18

The aim of this work is to investigate the specific terms and conditions of communication via information and communications technology (ICT), especially considering strain and stress for teachers in primary and secondary education when using ICT to communicate with colleagues, parents and students. In contrast to most other publications about ICT in schools, the focus is not on the application and usage in class, but on the communication via ICT outside of class with colleagues, parents and children under the lens of stress and strain. When looking at the use of ICT in primary and secondary schools, almost all considerations lay upon the usage of ICT as a tool to improve learning in some kind of class setting or other way. In contrast many publications on ICT-use in a non-school working environment focus on the effect on stress and strain the usage of ICT causes. This work tries to combine both perspectives and view communication via ICT at schools outside of a class setting under the aspect of stress and strain for the teachers. First an overview of common stress and strain theories, typically used in the context of ICT is given, followed by findings on stress and strain regarding the usage of ICT in schools and outside of schools. Based on these findings research questions for communication via ICT in schools are formulated and examined using the problem-centered interview and qualitative content analysis. Main findings are beside some interesting use cases of ICT e.g. for class evaluation, the need for overall professionalization of communication via ICT in schools, the attention in all three phases of teacher training, the obligation of principals to give guidelines for their school as well as leading by example using ICT productive and professionally.

This chapter considers how information and communication technology (ICT) can be used to achieve educational value in schools, and encourages teachers to focus on approaches that promote higher-order thinking. It examines the reasons for use of ICT in schools, and argues that clarity of thinking is needed in the face of popular beliefs about ICT. While highlighting the ways that ICT can contribute to important learning objectives, the chapter stresses that many uses of ICT may have little educational value. It argues that the real value of ICT in schools is in enabling more challenging learning activities that develop higher-order thinking, and offers a simple diagram that teachers can use to evaluate their use of ICT. Various ways in which basic technology can be used to promote higher-order thinking are explored. Finally, the chapter considers the factors within a school that are likely to encourage and sustain worthwhile uses of ICT.

This chapter considers how information and communication technology (ICT) can be used to achieve educational value in schools, and encourages teachers to focus on approaches that promote higher-order thinking. It examines the reasons for use of ICT in schools, and argues that clarity of thinking is needed in the face of popular beliefs about ICT. While highlighting the ways that ICT can contribute to important learning objectives, the chapter stresses that many uses of ICT may have little educational value. It argues that the real value of ICT in schools is in enabling more challenging learning activities that develop higher-order thinking, and offers a simple diagram that teachers can use to evaluate their use of ICT. Various ways in which basic technology can be used to promote higher-order thinking are explored. Finally, the chapter considers the factors within a school that are likely to encourage and sustain worthwhile uses of ICT.

This chapter considers how information and communication technology (ICT) can be used to achieve educational value in schools, and encourages teachers to focus on approaches that promote higher-order thinking. It examines the reasons for use of ICT in schools, and argues that clarity of thinking is needed in the face of popular beliefs about ICT. While highlighting the ways that ICT can contribute to important learning objectives, the chapter stresses that many uses of ICT may have little educational value. It argues that the real value of ICT in schools is in enabling more challenging learning activities that develop higher-order thinking, and offers a simple diagram that teachers can use to evaluate their use of ICT. Various ways in which basic technology can be used to promote higher-order thinking are explored. Finally, the chapter considers the factors within a school that are likely to encourage and sustain worthwhile uses of ICT.

The increasing relevance of information and communication technologies (ICT) and society’s transition towards an information or knowledge society have led to the emergence of new challenges for schools and school systems. Thus, the need for students to develop new forms of skills like digital literacy or computer and information literacy (CIL) is constantly gaining in importance. In the IEA’s (International Association for the Evaluation of Educational Achievement) ICILS 2013 (International Computer and Information Literacy Study), the aforementioned competencies were investigated—along with CIL learning contexts and outcomes (such as school-level factors in different education systems)—for the first time for secondary schools by applying computer-based student tests. The research presented in this paper focuses on the school-level factors that support or hinder the use of ICT by teaching staff and students’ CIL, drawing in the process on information obtained through school and teacher questionnaires. A multilevel approach was chosen for this research, drawing on representative data from four of the countries which participated in ICILS 2013, namely Australia, Germany, Norway and the Czech Republic. The results show that the relevance of school-level determinants for the use of ICT by teaching staff in schools differs between education systems. Only in Germany, for example, does pedagogical IT support seem to be crucial for the use of ICT in teaching. In the Czech Republic, the self-efficacy of teaching staff plays a key role, whereas in Australia, the participation of teaching staff in professional development activities can be identified as relevant for students’ acquisition of CIL. The results also show a statistically significant correlation between the teachers’ use of ICT in schools and students’ CIL for Germany, yet indicate no significant effects for Australia, Norway and the Czech Republic. In addition to these and the more specific findings for the considered countries, the international comparison presented in this paper reveals both strengths and developmental potential for the selected education systems.

We live in a world that is constantly impacted by information and communication technology (ICT). ICT is considered an important catalyst and tool for inducing educational reforms and progressively extending and modifying the concept of literacy. With the extensive use of ICT in schools and everyday life, the term computer literate has already been established. Schools are open systems that interact with their environment, and the effective use and integration of technology is directly associated with the role of various socio-technical factors that may impact the integration of ICT in schools. In this chapter, we report on an exploratory study undertaken in Cyprus schools to examine the status of using ICT from the perspective of socio-technical systems. Specifically, teachers’ knowledge of ICT, frequency of using ICT for personal purposes, frequency of using ICT for instructional purposes in different subject matters, attitudes toward ICT, self-confidence in using ICT in teaching and learning, and school climate were examined. The findings provide useful guidance to policymakers for planning, implementing, managing, and evaluating the integration of ICT in schools. Implications for the concept of computer literacy are discussed.

A first step towards a model for teachers' adoption of ICT pedagogy in schools

Information and communication technology (ICT) has become an integral part of modern society, and its applications are not limited to the business and industry sectors alone. The effective use of ICT in schools depends on the availability of appropriate infrastructure and resources. The current research aims to examine the extent to which ICT tools enhance the effectiveness of instructional delivery in secondary schools in Kwara State. This study used a survey research method to conduct a systematic inquiry into a subject. Five research questions will guide the study using qualitative data collection methods. The study will be conducted in three randomly selected secondary schools in Kwara State with a sample of 150 teachers and 60 school leaders participating. The questionnaire used was titled ICT Applications as supervisory tools for effective instructional delivery. The qualitative data will be collected through in-depth interviews with 150 teachers and 60 school administrators in the selected schools. The findings advocate that ICTs have the potential to improve the quality of education and enhance the learning experiences of students. The study also highlights the challenges that teachers face in the use of ICT and the need for the government and other stakeholders to address these challenges to ensure the effective use of ICTs in education.

The use of Information and Communication Technologies (ICT) for teaching and learning has become essential for quality education. This includes ICT tools such as computers, the Internet, software and a range of devices. Despite this, the infrastructure in Saudi Arabia does not currently allow the widespread implementation of ICT in the education system (Albugami & Ahmed, 2015). A comparative analysis of the similarities and differences of ICT implementation for learning and teaching in Australian and Saudi Arabian primary schools is the focus of this study. The analysis aimed to provide guidance as to how Saudi Arabia might benefit from the increased implementation of ICT tools in primary schools. The investigation was conducted using four constructs of the Technological Pedagogical Content Knowledge Framework: Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK) (Schmidt, Baran, Thompson, Mishra, Koehler & Shin, 2009). Importantly, it drew upon the framework for conceptualising the stages of ICT integration proposed by (Niess, Ronau, Shafer, Driskell, Harper, Johnston, & Kersaint, 2009). The following overarching research questions were intended to guide the qualitative and quantitative collection and analysis of data so that a comparative study of the use of ICT in schools could be completed: 1. What is the current state of ICT usage for teaching and learning in selected primary schools in Saudi Arabia and Australia? 2. What are the similarities and differences in ICT adoption and implementation for learning and teaching between selected schools in Saudi Arabia and Australia? 3. What recommendations can be made for improving ICT usage in teaching and learning in primary schools in Saudi Arabia and Australia? A correlational comparative study was conducted that collected data from teachers (n = 112) and students (n = 440) at state and independent/private primary schools in both the Kingdom of Saudi Arabia (KSA) (n = 4) and Australia (n = 2). The three research questions were investigated in two phases. Phase One involved the collection of quantitative data from surveys administered to both students and teachers concerning ICT usage both inside and outside of school, and their perceptions of the effectiveness of ICT for learning and teaching. In addition, teachers were surveyed on ICT use in teaching and learning TPK. Phase Two consisted of the collection of qualitative data through interviews with a sample of 27 teachers from both Saudi Arabia (n = 18) and Australia (n = 9). Those teachers participated in face-to-face and telephone interviews and provided their responses to both structured and unstructured questions. Statistical analyses using Kruskal-Wallis and Chi-Square tests revealed a significant difference between private and public Saudi Arabian primary schools in the implementation of the TPACK framework. While no significant differences were found to exist between the selected independent and state Australian primary schools, Saudi Arabian private schools overall were found to be more likely than Saudi Arabian public schools to have adopted expectations that reflected the TPACK model than did Saudi Arabian public schools. Through the NVivo software, qualitative data analysis revealed teachers’ perceptions of ICT use, and the effect of educational policy on teachers’ ICT use. Australian students were more generally positive about the ways in which they can use ICTs in the classroom effectively to enhance their education than were Saudi students. Further, Australian teachers, like their Saudi counterparts, were very aware of the need for the integration of ICT into education and were certainly in favour of it. By drawing up the Niess et al. (2009) framework, the findings suggested that the sample of Saudi Arabian primary schools most reflected the stages of recognising and accepting the use of ICT in teaching and learning, while the sample of Australian schools studied most reflected aspects which indicated that they had moved beyond the recognising and accepting phases, and demonstrated that they were adapting, exploring and advancing ICT use in teaching and learning. This study concludes with a set of recommendations for teachers, schools and policymakers to enhance the use of ICT for teaching and learning in both Saudi Arabian and Australian schools. As a result, this study has the potential to contribute to an improved understanding among policymakers, schools and teachers in relation to how ICT can become more widely utilised both in the classroom and at home to achieve higher-quality education outcomes, which is important for the long-term growth and development of both nations’ education systems.

In the last decades, Information and Communication Technologies (ICT) have become recognized as an important and integral part of life as well as education. At the same time, the implementation and use of ICT in schools is one of the longstanding strategic objectives and priorities in education policy in the Czech Republic. However, up to now, rather little attention has been paid to the research in the use of digital technologies in Czech schools with regard to students’ performance. The purpose of the present study is therefore to investigate various ICT-related factors associated with school performance of students in the Czech Republic. Specifically, this study takes data from the latest Programme for International Student Assessment (PISA 2015) to determine the extent to which availability and use of ICT in school and at home is related to students’ educational achievements. Results of this study can provide substantial implications and suggestions for national ICT policies (especially the Strategy for Digital Education until 2020).

We live in a world that is constantly impacted by information and communication technology (ICT). ICT is considered an important catalyst and tool for inducing educational reforms and progressively extending and modifying the concept of literacy. With the extensive use of ICT in schools and everyday life, the term computer literate has already been established. Schools are open systems that interact with their environment, and the effective use and integration of technology is directly associated with the role of various socio-technical factors that may impact the integration of ICT in schools. In this chapter, we report on an exploratory study undertaken in Cyprus schools to examine the status of using ICT from the perspective of socio-technical systems. Specifically, teachers’ knowledge of ICT, frequency of using ICT for personal purposes, frequency of using ICT for instructional purposes in different subject matters, attitudes toward ICT, self-confidence in using ICT in teaching and learning, and school climate were examined. The findings provide useful guidance to policymakers for planning, implementing, managing, and evaluating the integration of ICT in schools. Implications for the concept of computer literacy are discussed.

This article explores student teachers' views of the use of information and communication technologies (ICT) in schools. There is limited research literature regarding the perceptions that such students develop in relation to the use of ICT in teaching while observing practice in schools. The paper offers an interpretive analysis of the opinions that a cohort of undergraduate student teachers at a Scottish University expressed in an online forum, following a period of school placement. As part of their initial teacher education (ITE), the students were asked to post messages on the forum in relation to the factors that they perceived as promoting or hindering the use of ICT in schools. Perceptions that students held were found to be complex and varied. Students associated the use of ICT with changes in the nature of classroom relations, as well as a reshaping of learning and teaching. While they welcomed the introduction of ICT as a tool for modernising teaching, students identified a variety of factors that hinder this process. The paper finishes by identifying some of the implications for those working with student teachers in encouraging their development of reflective practice with ICT and enhancing their positive attitudes in relation to the use of ICT in schools.

Today is an era of educational revolution globally. In order to bring about tremendous changes in the educational sector, technologies especially, information and communication technologies (ICTs) play a pivotal role. The shifting paradigms in the educational system necessitated the call for the use of ICT in schools. ICT has the potential to address the innumerable needs of students and also teachers, as it demonstrated its power by entering into virtual reality which is a computer-stimulated environment that can simulate physical presences in places in the real as well as imaginary world and this is a manifestation of knowledge revolution. The proposed study intends to look in to the availability of ICT in schools of Kottayam district in Kerala, INDIA . The findings of the study are of immense use to school heads, teachers, students as well as parents and thereby to the society as a whole.

Policymakers around the world are considering whether to invest in putting information and communication technology (ICT) in schools, and how. While educational impact is likely to be the primary objective, such investments can also affect residential adoption and adult utilization of ICT in the communities, thereby reducing the digital divide. Using a census survey of Thailand for a time when ICT was available in roughly half of the nation’s schools, this study employs logistic regression and propensity score matching (PSM) to show that placing ICT in schools does have significant spill-over effects outside schools. This effect is larger for ICT in primary schools than secondary schools, and larger in schools with both Internet and computers than schools with just computers. The effects are observed in households of all incomes and educational levels. Considering these spill-over effects when allocating resources should lead to greater welfare gains for the amount of resources spent. The study also finds that there is a sizable portion of the adult population that chooses not to use ICT even after adopting this ICT in their households for their children, thereby eliminating any barriers to use related to cost and convenience. For this group, policy-makers should seek ways to decrease other impediments to ICT use, such as increasing ICT literacy through training.