Communication Technology Curriculum Research Articles

Implementation of National Information and Communication Technology Curriculum in Grade Nine: A Case of Trashigang Dzongkhag

This study aims to study the impact of the information and communication technologies (ICT) on students' learning. A quantitative method was used with cross sectional research design. A questionnaire was designed to comprehend the questions related to the objectives and a sample of 10 teachers, 10 principals and 109 class IX students was enrolled from various middle, higher and central schools under Trashigang dzongkhag, Bhutan. Data was presented in tabulated form and the Pearson correlation test was applied to determine the relationship among the dependent and independent variables. The findings revealed that students have access to various kinds of ICT applications and resources, have an adequate number of ICT equipment available for their use, and are familiar with ICT applications.
 Additionally, a strong positive linear correlation exists between availability of human, ICT resources, user-ability of using ICT resources and the student's educational learning. It is recommended for students to learn ICT related skills and to make the best use of the different communication technologies in their pedagogical activities. Additionally, stakeholders should focus on developing ICT-based infrastructure and ICT skilled human resources to bring beneficial results in the learning process of students’ educational endeavors.

IMPLEMENTASI KURIKULUM PENDIDIKAN AGAMA ISLAM BERBASIS TEKNOLOGI INFORMASI DAN KOMUNIKASI DI SMPN 9 DEPOK

The implementation of information and communication technology curriculum at SMPN 9 Depok focuses on basic computer knowledge and operations, information processing for productivity, problem solving, exploration and communication. At each level, students are expected to be able to operate the computer properly. Barriers and support in the implementation of information and communication technology subjects. Obstacles that occur in the form of technical factors, namely the lack of facilities and infrastructure that support information and communication technology lessons, namely the inadequate number of computers available when compared to the number of students who use it. One computer must be used interchangeably by two students. Non-technical constraints are teachers who have not attended computer training in accordance with the current development of computer science. Then the use of English in the computer operational system. These obstacles are not an obstacle to progress for SMPN 9 Depok, the foundation continues to try to continuously improve the facilities that should be owned in the subjects of information and communication technology. How to overcome the obstacles that occur in the subjects of Information and Communication Technology is to build a larger laboratory space so that it can accommodate more computers and ultimately can maximize the means of computers, so it is expected that one computer can be used by one student. The use of English in computer operational systems, is overcome by trying to translate it in Indonesian, so it is expected that students understand about the operational system. Fourth, the teaching and learning process that is currently taking place at SMPN 9 Depok has not developed much creativity in using various learning models and methods, but to practice using computers teachers let students more actively interact and process information and communicate it. The teaching methods used are lecture and Q&A methods.

Concerns of Teachers about the Implementation of Information and Communication Technology Curriculum in Basic Education in Ghana

Research findings in the literature show that teachers’ concern about change process is extremely personal and it influences the implementation of innovation. This study aimed at assessing information and communication technology teachers’ stages of concern regarding the implementation of information and communication technology (ICT) curriculum in basic schools. It also examined the effects of teachers’ personal factors or variablessuch as gender and teaching experience on their stages of concern towards the implementation of ICT curriculum. Modified Stages of Concerns Questionnaires (SoCQ) (Hall, George & Rutherford 1979) based on Concern Based Adoption Model (CBAM) were used to collect data from 346 respondents. Data collected were analyzed using both descriptive and inferential statistics. The result of the study showed that teachers generally had their first and second high concerns at informational and consequence stages respectively and with low concern at awareness stage. Furthermore, statistically significant difference was found between gender and informational, management, consequence, collaboration and refocusing concerns. However, according to the results, teachers’ stages of concerns were not related to their teaching experience.

Research for the standard model of the Use of Information and Communication Technology Curriculum by Delphi analysis

Research for the standard model of the Use of Information and Communication Technology Curriculum by Delphi analysis

COMPUTERISATION OF RURAL SCHOOLS IN ZIMBABWE:CHALLENGES AND OPPORTUNITIES FOR SUSTAINABLE DEVELOPMENT (THE CASE OF CHIPINGE DISTRICT)

In this paper we seek to explain the relevance of introducing Computer Studies in Zimbabwean rural schools as a means to reduce the access to Information Communication Technology (ICT) gap between rural and urban schools. We first acknowledge the efforts of various stakeholders in education in introducing the Information Communication Technology curriculum in rural schools in the last ten or so years as a commitment to bringing Science and Technology to the rural pupil. In addition, we further explore the progress that has been made by rural schools that received computers from the Head of State and Government over the years. In the process, however, we observe that most rural schools have not fully embraced the ICT curriculum owing to a number of challenges. Thus, we contend in this paper that most rural schools that received donated computers in Zimbabwe had not been capacitated to fully utilise the new technology for the benefit of pupils, teachers and the community. As a result, most of the gadgets have been lying idle in classrooms due to lack of either proper infrastructural facilities such as computer laboratories and electricity as well as lack of trained ICT teachers. In the final submission, we implore stakeholders in education to facilitate ICT development in rural schools in Zimbabwe so as to increase access, quality and equity in education for sustainable rural development in Southern Africa.

Broadening Citizen Inclusion in Technology Policy Related to Emerging Ubiquitous Network Societies: The Role of Social Informatics and Alternative Futures Scenarios in an Information and Communication Technology Curriculum

Broadening Citizen Inclusion in Technology Policy Related to Emerging Ubiquitous Network Societies: The Role of Social Informatics and Alternative Futures Scenarios in an Information and Communication Technology Curriculum

Positioning Education in the Information Society: The Transnational Diffusion of the Information and Communication Technology Curriculum

Previous articleNext article No AccessPositioning Education in the Information Society: The Transnational Diffusion of the Information and Communication Technology CurriculumSeung‐Hwan Ham and Yun‐Kyung ChaSeung‐Hwan Ham Search for more articles by this author and Yun‐Kyung Cha Search for more articles by this author PDFPDF PLUSFull TextSupplemental Material Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 53, Number 4November 2009 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/603584 Views: 153Total views on this site Citations: 22Citations are reported from Crossref History © 2009 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Avary Carhill-Poza and Timothy P. Williams Learning “Anytime, Anywhere”? The Imperfect Alignment of Immigrant Students’ Experiences and School-Based Technologies in an Urban US High School, Comparative Education Review 64, no.33 (Jul 2020): 428–450.https://doi.org/10.1086/709430Olev Must, Aasa Must No decline in the principle-based thought of 9-year-old schoolchildren between 1991 and 2001, Intelligence 80 (May 2020): 101455.https://doi.org/10.1016/j.intell.2020.101455Olga González Sosa, Cristina Hennig Manzuoli Models for the pedagogical integration of information and communication technologies: a literature review, Ensaio: Avaliação e Políticas Públicas em Educação 27, no.102102 (Mar 2019): 129–156.https://doi.org/10.1590/s0104-40362018002701720Pertti Alasuutari, Marjaana Rautalin, Jukka Tyrkkö , European Journal of Sociology 59, no.33 ( 2018): 341.https://doi.org/10.1017/S0003975618000164Rae Young Kim, Seung Hwan Ham Knowledge Expectations Matter: Mathematics Teacher Preparation Programs in South Korea and the United States, (Mar 2017): 123–144.https://doi.org/10.1007/978-3-319-51187-0_7Yun-Kyung Cha, Seung-Hwan Ham, Kyung-Eun Yang Multicultural Education Policy in the Global Institutional Context, (Nov 2016): 11–21.https://doi.org/10.1007/978-981-10-2222-7_2Yun-Kyung Cha, Seung-Hwan Ham Educating Supranational Citizens: The Rise of English in Curricular Policies, (Nov 2016): 41–60.https://doi.org/10.1007/978-981-10-2222-7_4Catherine Loisy, Jean-François Van de Poël, Dominique Verpoorten Chapitre 10. Regards croisés sur deux dispositifs de formation technopédagogique, leur outillage conceptuel et l’évaluation de leurs bénéfices, (Jan 2017): 275–303.https://doi.org/10.3917/dbu.detro.2017.01.0275Teng Huang The technology transfer of the ICT curriculum in Taiwan, Asia Pacific Journal of Education 35, no.44 (Jul 2013): 407–422.https://doi.org/10.1080/02188791.2013.808989Tanja Carmel Sargent Professional Learning Communities and the Diffusion of Pedagogical Innovation in the Chinese Education System, Comparative Education Review 59, no.11 (Jun 2015): 102–132.https://doi.org/10.1086/678358Alexander W. Wiseman, Emily Anderson A Cross-National Comparison of Ict Resources and Science Teachers’ Professional Development in and Use of Ict in the Gulf Cooperation Council Countries, (Jan 2015): 137–152.https://doi.org/10.1007/978-94-6300-049-9_7Yun-Kyung Cha, Seung-Hwan Ham The Institutionalization of Multicultural Education as a Global Policy Agenda, The Asia-Pacific Education Researcher 23, no.11 (May 2013): 83–91.https://doi.org/10.1007/s40299-013-0088-7Alexander W. Wiseman, Emily Anderson Developing Innovation and Entrepreneurial Skills in Youth Through Mass Education: The example of ICT in the UAE, (Sep 2014): 85–123.https://doi.org/10.1108/S1479-3679(2013)0000023013Robin Shields Globalization and International Student Mobility: A Network Analysis, Comparative Education Review 57, no.44 (Jul 2015): 609–636.https://doi.org/10.1086/671752 Seung Yeon Seo, 차윤경 The Institutionalization and Recontextualization of Multicultural Education Centers in Korea, Theory and Research in Citizenship Education 45, no.22 (Jun 2013): 91–122.https://doi.org/10.35557/trce.45.2.201306.004Gabriel Dumouchel, Thierry Karsenti Les compétences informationnelles relatives au Web des futurs enseignants québécois et leur préparation à les enseigner : résultats d’une enquête, Éducation et francophonie 41, no.11 (Apr 2013): 7–29.https://doi.org/10.7202/1015057arSedat Gumus RETRACTED: Investigating the Factors Affecting Information and Communication Technology (ICT) Usage of Turkish Students in PISA 2009, Procedia - Social and Behavioral Sciences 64 (Nov 2012): 219–227.https://doi.org/10.1016/j.sbspro.2012.11.026Alexander W. Wiseman, Emily Anderson ICT-integrated education and national innovation systems in the Gulf Cooperation Council (GCC) countries, Computers & Education 59, no.22 (Sep 2012): 607–618.https://doi.org/10.1016/j.compedu.2012.02.006Seung-Hwan Ham, Lynn W. Paine, Yun-Kyung Cha Duality of educational policy as global and local: the case of the gender equity agenda in national principles and state actions, Asia Pacific Education Review 12, no.11 (Sep 2010): 105–115.https://doi.org/10.1007/s12564-010-9128-7Robin Shields ICT or I see tea? Modernity, technology and education in Nepal, Globalisation, Societies and Education 9, no.11 (Feb 2011): 85–97.https://doi.org/10.1080/14767724.2010.513536 Yun-Kyung Cha Seung-Hwan Ham Educating Supranational Citizens: The Incorporation of English Language Education into Curriculum Policies, American Journal of Education 117, no.22 (Jul 2015): 183–209.https://doi.org/10.1086/657887Rae Young Kim, Seung-Hwan Ham, Lynn W. Paine Knowledge Expectations in Mathematics Teacher Preparation Programs in South Korea and the United States: Towards International Dialogue, Journal of Teacher Education 62, no.11 (Jan 2011): 48–61.https://doi.org/10.1177/0022487110381999

“Competing Conceptions of Globalization” Revisited: Relocating the Tension between World‐Systems Analysis and Globalization Analysis

Previous articleNext article No Access“Competing Conceptions of Globalization” Revisited: Relocating the Tension between World‐Systems Analysis and Globalization AnalysisThomas ClaytonThomas Clayton Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 48, Number 3August 2004 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/421180 Views: 243Total views on this site Citations: 28Citations are reported from Crossref © 2004 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Edith Mukudi Omwami, Robin Shields The development of theory in comparative and international education: An analysis of doctoral theses at North American universities, Research in Comparative and International Education 2 (Jul 2022): 174549992211122.https://doi.org/10.1177/17454999221112231Edith Mukudi Omwami Globalization, the State, and Cultural Identity: Negotiating Minority Rights in Expansion and Quality Assurance in Public University in Kenya, (Mar 2022): 71–91.https://doi.org/10.1007/978-3-030-83136-3_5Edith Mukudi Omwami Liberal Feminism in Comparative Education and the Implications for Women’s Empowerment, (Aug 2021): 171–196.https://doi.org/10.1108/S1479-367920210000040011Holger Daun Globalisation: Meta-ideological Hegemony and Challenges in Education, (Sep 2021): 91–116.https://doi.org/10.1007/978-3-030-66003-1_6Holger Daun Globalizations, Meta-ideological Hegemony and Challenges from Populism in Education, (Jun 2020): 57–81.https://doi.org/10.1007/978-94-024-1743-2_5Irina Onyusheva, Lalita Thammashote, Jatuporn Thongaim , ( 2020): 219.https://doi.org/10.4018/978-1-7998-0111-5.ch012Mohammad Salehan, Dan J. Kim, Jae-Nam Lee Are there any relationships between technology and cultural values? A country-level trend study of the association between information communication technology and cultural values, Information & Management 55, no.66 (Sep 2018): 725–745.https://doi.org/10.1016/j.im.2018.03.003Holger Daun, Reza Arjmand Islam, Globalizations, and Education, (Jun 2018): 333–355.https://doi.org/10.1007/978-3-319-64683-1_23Ashley Macrander Fractal inequality: A social network analysis of global and regional international student mobility, Research in Comparative and International Education 12, no.22 (Jun 2017): 243–268.https://doi.org/10.1177/1745499917712616Holger Daun, Reza Arjmand Islam, Globalizations, and Education, (Jul 2017): 1–23.https://doi.org/10.1007/978-3-319-53620-0_23-1Ashley Macrander An international solution to a national crisis: Trends in student mobility to the United States post 2008, International Journal of Educational Research 82 (Jan 2017): 1–20.https://doi.org/10.1016/j.ijer.2016.12.003Seth A. Agbo, Natalya Pak Globalization and Educational Reform in Kazakhstan, International Journal of Educational Reform 26, no.11 (Jan 2019): 14–43.https://doi.org/10.1177/105678791702600102M. K. Imam-Tamim, Najibah Mohd Zin, Norliah Ibrahim, Roslina Che Soh @ Yusoff Impact of globalisation on domestic family law: multi-tiered marriage in Nigeria as a case study, The Journal of Legal Pluralism and Unofficial Law 48, no.22 (Jun 2016): 256–272.https://doi.org/10.1080/07329113.2016.1187053Robin Shields Globalization and International Student Mobility: A Network Analysis, Comparative Education Review 57, no.44 (Jul 2015): 609–636.https://doi.org/10.1086/671752Bonachristus Umeogu The Aftermath of Globalization on African Identity, Open Journal of Philosophy 03, no.0101 (Jan 2013): 174–177.https://doi.org/10.4236/ojpp.2013.31A029Tom G. Griffiths, Lisa Knezevic Wallerstein’s world-systems analysis in comparative education: A case study, PROSPECTS 40, no.44 (Nov 2010): 447–463.https://doi.org/10.1007/s11125-010-9168-0 in jae LEE, 이현숙 Globalization and Korean History Education in English in Korea, The Review of Korean Studies 13, no.22 (Jun 2010): 13–31.https://doi.org/10.25024/review.2010.13.2.001Wai-Chung Ho, Wing-Wah Law The struggle between globalisation, nationalism and music education in Hong Kong, Music Education Research 11, no.44 (Dec 2009): 439–456.https://doi.org/10.1080/14613800903390741Seung‐Hwan Ham and Yun‐Kyung Cha Positioning Education in the Information Society: The Transnational Diffusion of the Information and Communication Technology Curriculum Ham and Cha, Comparative Education Review 53, no.44 (Jul 2015): 535–557.https://doi.org/10.1086/603584Robert F. Arnove World-Systems Analysis and Comparative Education in the Age of Globalization, (Jan 2009): 101–119.https://doi.org/10.1007/978-1-4020-6403-6_8Rosalind Latiner Raby Globalization and Community College Model Development, (Jan 2009): 21–38.https://doi.org/10.1007/978-1-4020-9477-4_2Christel Adick World Polity - ein Forschungsprogramm und Theorierahmen zur Erklärung weltweiter Bildungsentwicklungen, (Jan 2009): 258–291.https://doi.org/10.1007/978-3-531-91496-1_13W.-W. Law Globalisation, city development and citizenship education in China's Shanghai, International Journal of Educational Development 27, no.11 (Jan 2007): 18–38.https://doi.org/10.1016/j.ijedudev.2006.04.017David W. Chapman, John Weidman, Marc Cohen, Malcolm Mercer The search for quality: A five country study of national strategies to improve educational quality in Central Asia, International Journal of Educational Development 25, no.55 (Sep 2005): 514–530.https://doi.org/10.1016/j.ijedudev.2005.02.003 On globalisation, hegemony and resistance in Selma K. Sonntag's The local politics of global English: case studies in linguistic globalization, Globalisation, Societies and Education 3, no.11 (Oct 2010): 127–135.https://doi.org/10.1080/14767720500046369Alan J. Deyoung Ownership of Education Reforms in the Kyrgyz Republic: Kto V Dome Hozyain?, European Educational Research Journal 4, no.11 (Jul 2016): 36–49.https://doi.org/10.2304/eerj.2005.4.1.3Robert B. Anderson, Benson Honig Communities and Corporations in the Neww Global Capitalist Economy, SSRN Electronic Journal (Jan 2005).https://doi.org/10.2139/ssrn.2894739Robert F. Arnove To What Ends: Educational Reform Around the World, Indiana Journal of Global Legal Studies 12, no.11 (Jan 2005): 79–95.https://doi.org/10.2979/GLS.2005.12.1.79

Education, Curriculum, and Pedagogy

Previous articleNext article No AccessThe State of the Art: Twenty Years of Comparative EducationEducation, Curriculum, and PedagogyUrsula SpringerUrsula Springer Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 21, Number 2/3Jun. - Oct., 1977The State of the Art Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/445948 Citations: 4Citations are reported from Crossref Copyright 1977 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Noah W. Sobe Problematizing Comparison in a Post-Exploration Age: Big Data, Educational Knowledge, and the Art of Criss-Crossing, Comparative Education Review 62, no.33 (May 2018): 325–343.https://doi.org/10.1086/698348Iveta Silova, William C. Brehm An American Construction of European Education Space, European Educational Research Journal 9, no.44 (Dec 2010): 457–470.https://doi.org/10.2304/eerj.2010.9.4.457Seung‐Hwan Ham and Yun‐Kyung Cha Positioning Education in the Information Society: The Transnational Diffusion of the Information and Communication Technology Curriculum Ham and Cha, Comparative Education Review 53, no.44 (Jul 2015): 535–557.https://doi.org/10.1086/603584Kara Brown What is Curriculum Studies? Thoughts from the Field of Comparative Education, Journal of Curriculum and Pedagogy 5, no.22 (Dec 2008): 42–45.https://doi.org/10.1080/15505170.2008.10411703