Information Technology Education Research Articles

Personalized learning model based on machine learning algorithms

<p>Machine learning algorithms have been widely applied in the field of personalized learning within educational information technology. By leveraging big data analysis and data mining techniques, machine learning can help identify patterns and trends in students' learning behaviors, preferences, and performance. This information can then be used to tailor educational resources and experiences to meet the individual needs and unique characteristics of each learner. Machine learning has made great progress and achievements in the teaching process of universities, but there are also some shortcomings. Such as data dependence, over-fitting and under-fitting, explanatory problems, need a lot of computing resources, data bias, sensitive to outliers, cannot solve all problems, and the challenge of data privacy, through the analysis of machine learning algorithm model, efforts to find ways to expand the dimension of personalized learning classroom, meet the students in learning objectives, learning content, learning methods of the special characteristics and unique needs, to guide students to actively explore and research, obtain innovation and appropriate learning results.</p>

Comunicazione Digitale XR: Assessing the Impact of Extended Reality Technologies on Learning

“Comunicazione Digitale XR” is a project that exploits the EON-XR platform to enrich Information Technology education by incorporating interactive 360-degree visuals and 3D models to complement traditional teaching methods. This study probes the efficacy of Extended Reality (XR) technologies in augmenting educational experiences through the integration of gamification techniques within the curriculum. The evaluation, involving twenty-six students, delved into factors such as engagement levels, comprehension of material, and the contributory role of XR in exam readiness. Data collection was conducted using electronic log files, which provided detailed quantitative metrics on student interactions, and a post-intervention survey that assessed changes in comprehension and engagement. Additionally, qualitative data was gathered through semi-structured interviews. Quantitative data from surveys and log files were analyzed using descriptive statistics, while qualitative data from interviews were subjected to thematic analysis. This investigation has demonstrated substantial enhancements in student comprehension and engagement with the educational content facilitated by XR technologies. These findings underscore the potential of XR to augment the educational paradigm and improve students’ preparedness for academic evaluations.

Desktop Based Database System Learning Media Application Design with MS Visual Basic Net 8.0

In the modern era, information technology in education is becoming increasingly important. This is why creating a desktop-based database learning media application using Microsoft Visual Basic Net 8.0 is a strategic step to improve the efficiency and quality of education. Additional application programs that can be used to design and create learning media, particularly in math education, are the subject of this article. Visual Basic, a programming language that is also taught in many college degree programs, is one such application program that can replace teachers who need to provide exercises and examples.

The Application of Big Data Technology in the Optimization of Preschool Education Model

According to existing data, many kindergartens in various places are ineffective in their development and implementation of educational technology. The level of informatization development varies in different regions. With the popularization of information technology in preschool education, there has been a certain accumulation of data in various areas of preschool education. However, data on the unsafe behaviors of young children have the dual characteristics of imbalance and sparsity. By introducing an integrated model of under-sampling, feature selection, and ensemble learning, the integrated recognition of unsafe behaviors has been achieved, and computer programming calculations have been applied to actual preschool education models. The application of big data technology in optimizing preschool education models has also been studied.

Design of Desktop-Based Student Learning Style and Personality Quiz Application with Microsoft Visual Basic Net 8.0

In education, learning style and personality play an important role because they influence how individuals perceive and absorb information. Educators can build more inclusive and successful learning environments by implementing strategies to accommodate a variety of learning styles and personalities. The learning style and personality quiz application was created with Microsoft Visual Basic 8.0. The purpose of this application is to find out the learning style and personality of students. By knowing their learning style and personality, students can understand themselves and make it easier to choose the learning method to use. The method used in designing this application is the waterfall method. The method begins with the analysis, design, coding, testing and maintenance stages. The learning style and personality quiz application has been tested on several students of the Information Technology and Computer Education Study Program, Medan State University for three weeks, the results show that the learning style and personality quiz application can help in selecting effective learning methods and understanding one's own character.

Quantitative Evaluation of Macao’s Education Policy: A PMC Index Modeling Approach Incorporating Text Mining

The education policy of the Macao Special Administrative Region is a driving factor in the investment of educational resources and the construction of a comprehensive education system. At the same time, the Macao Special Administrative Region Government closely integrates its education policy with the overall national development strategy, focuses on the training of teachers with a strong sense of national responsibility, and attaches importance to the needs of young people in national education, information technology education, and vocational education. Taking the policy addresses of the Macau Special Administrative Region over the past 25 years as the research sample, this study pioneered the use of policy modeling consistency index modeling combined with text mining to construct an evaluation system featuring the development of education policies. This approach provides a more in-depth quantitative analysis of the evolution and effectiveness of specific education policies. The results show that the MSAR has made significant progress in strengthening educational resources and aligning educational goals with national priorities. However, there is still room for improvement in areas such as information technology and vocational training. Based on this, the study recommends that these areas be targeted for strengthening, providing a reference basis for the future formulation or adjustment of existing education policies.

Integrating Information Technology and Reading Teaching to Promote the Development of Students' Reading Ability

A survey was conducted among students from Class VI to VIII at Sarpang Middle Secondary School to understand their perception of the reading culture at the school. The survey also aimed to evaluate the impact of a recent reading program initiative during morning hours on their reading habits and how the development of ICT helped them inculcate reading habits. One hundred students were selected through multi - stage sampling and responded to reading - related questions using a questionnaire. The survey was conducted both before and after the intervention, and data collected were analysed using descriptive statistics and frequency distributions. This systematic review examines how information and communication technology (ICT) is used to teach reading in the classroom and its effect on students' behaviour and motivation. The results showed that most students spent 30 minutes to 1 hour on reading, with books and text provided through technology. Students understood 80% of what they read, and their teachers were reported as their primary source of inspiration for reading. Additionally, all respondents felt that the reading program using ICT was helpful in the post - test survey. Lack of interest and lack of time were the two main constraints students faced in cultivating reading habits, with fiction and non - fiction books, both print and digital, dominating their interests. Overall, the recent intervention of introducing a reading program using both e - readers and library books significantly impacted students' reading habits, with some slight negative differences observed.

A study on digital literacy and influencing factors among Chinese seafarers

Digital literacy and skills have become critical indicators of international competitiveness, gaining attention across all sectors. As digital transformation accelerates, the shipping industry, a pivotal center of global trade, faces new challenges. The advent of Maritime Autonomous Surface Ships (MASS) further heightens the demand for enhanced digital literacy among seafarers. This study, guided by UNESCO’s Digital Literacy Global Framework (DLGF) and incorporating specific digital skill requirements for seafarers alongside the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW) regulations, developed a tailored survey to assess the digital literacy of Chinese seafarers. Using an online survey, responses from 321 seafarers were collected, with participants selected based on professional experience across various maritime positions. The study examines the impact of factors such as education level, maritime experience, job position, and IT training on digital literacy levels. Results indicate that, overall, seafarers’ digital literacy is moderate, though those who participated in IT training show enhanced competencies. However, the study’s focus on Chinese seafarers may limit the generalizability of the findings to the broader, multinational seafaring population. Further research with more diverse samples is necessary to improve the applicability of the results to global seafaring contexts.

Systematic Literature Review of ICT Integration in Teaching and Learning

The integration of information and communication technology (ICT) in teaching and learning (T&L) has become a necessity as part of 21st century learning. However, the present literature shows that the level of ICT skills and usage among teachers is still low. Therefore, this systematic literature review (SLR) was conducted to examine the challenges in ICT integration in T&L and identify elements in integrating ICT. The articles for the SLR were obtained from the Web of Science (WoS) and Scopus databases. Out of the 103 articles extracted, only 14 were retained for the SLR based on the exclusion and inclusion criteria. All articles were published between 2017 and 2021. The articles reviewed highlighted that teachers face many challenges ranging from professionalism, expert teaching staff, lack of competency, constraints due to school regulation, cyber threats, limited facilities and access, as well as changes in teaching practices. The review also found three main elements in the integration of ICT in school which are teaching materials, digital learning work culture. These two findings imply that there are still gaps in research on the integration of ICT into T&L. In general, this SLR provides valuable information for teachers to help them diversify T&L practices.

A nexus analysis of future ICT professionals’ views on sustainable digital technology development

Purpose There are increasing expectations for educators to include sustainability as part of higher education Information and Communication Technology (ICT) curricula, but we still lack concrete ways how to integrate it into teaching. To be able to create meaningful learning experiences we need to understand how our students approach sustainability and what they base their thinking on.Design/methodology/approach We asked our students to consider technology development linked with the European Green Deal targets in their essays and utilized nexus analysis to focus on discourses in place, interaction order and the historical body revealed in the essays.Findings Learning about sustainability could be approached in the ICT courses in a structured way as a question of four intersecting elements: individuals, societal systems, current and emerging technologies, and relevancy of the topic, all of these linked with the agency of ICT professionals.Originality/value This study contributes toward sustainable ICT research and design of effective ICT education (1) by providing an understanding of how future ICT professionals approach sustainability and digital technology development, (2) by proposing a way to raise students’ consciousness of their own role as future professionals in developing more sustainable digital solutions and (3) generally helping students to see the big picture of sustainability through setting the scene with the wider targets.

Bhutanese Teacher Educators’ Attitudes Towards Information, Communication and Technology Acceptance and use in Teaching

Information and Communication Technology is a powerful tool for transforming education, and in developing, largely rural countries such as Bhutan, where its widespread access is relatively recent. Information and Communication Technology acceptance and use among teacher educators is crucial for effective contemporary teacher education. Acceptance and use depends on well-established factors, including teachers’ attitudes; however, little is known about teachers’ attitudes in rural developing countries, especially Himalayan and Buddhist countries, which are culturally different to other developing countries. Accordingly, this mixed-method study investigated how Bhutanese teacher educators’ attitudes influence acceptance and use of Information and Communication Technology in teaching. Analysis of survey (n = 90) and semi-structured interview (n = 21) data indicated that teacher educators generally held positive attitudes toward its use. Age, gender, teaching experience and subject of specialization did not influence attitude, while perceived usefulness, facilitating conditions and Information and Communication Technology use, did. Positive attitude was associated with perceived usefulness, while negative attitude aligned with Information and Communication Technology incompetence and slow internet connectivity. Some agreement exists between findings in Bhutan and other developing, rural contexts, however, differences in factors, including gender, and the presence of Buddhist zhenphen highlight the need for policymakers, researchers and interventions to account for context, alongside continued improvement of Information and Communication Technology infrastructure.

Нові виклики перед сучасною освітою: невідворотні трансформації та необхідні навички

Abstract. In the article the author analyzes the changes associated with the computerization and digitalization of modern society, which necessitate improving the quality of IT education. The author focuses on the necessity of educational transformations related to the development of a new widely available and multifunctional tool, such as generative artificial intelligence, and the importance of ensuring the harmonious development of higher mental functions, analytical abilities, critical thinking, imagination, creativity, self-regulation, and self-efficacy in the younger generation. The need to improve the process of organizing educational sessions, diversifying the methods of their conduct and ways of organizing educational interaction between students to ensure their qualified training in the dynamically changing conditions dictated by the modern labor market is substantiated. The article outlines the groups of skills, in addition to professional technical skills (hard skills), that need to be formed and developed in students of the branch of knowledge “Information Technology” for their qualified training. In particular, we are talking about soft skills, such as communication skills, problem solving, adaptability and stress resistance, ability to cooperate (teamwork), curiosity and readiness for continuous learning, customer focus, emotional intelligence, time management, leadership, etc. As part of an integrated approach to education, it is also important to develop environmentally responsible skills and skills for sustainable development for future IT professionals. It is important that tech workers understand global ecological challenges, realize the impact of technology on the environment, integrate ecological principles into their work, and be able to work in a changing world.

Context Matters: Exploring the Structural Relationships Between ICT Usage, Support, Perceived Usefulness, Intention to Use, and Learning Motivation

AbstractPrevious research has extensively explored the integration of Information and Communication Technology (ICT) in education. However, much of previous research has not differentiated between the environments where ICT is used, particularly in terms of its perceived usefulness in school versus at home. This gap in understanding the contextual influence of ICT on students’ learning motivation forms the basis for this study. In particular, this research aims to clarify how different environments influence the effectiveness of ICT in motivating students. Using data from 737 high school students, collected through two surveys, and employing Structural Equation Modeling, the study found that ICT usage in schools is positively linked to its perceived usefulness in both school and home environments. Additionally, ICT support from teachers enhances the perceived usefulness of ICT in both contexts. Furthermore, the perceived usefulness of ICT in both school and home environments significantly predicts students’ intentions to use ICT. However, only the perceived usefulness of ICT at home significantly predicts learning motivation, contrary to initial expectations that school-related ICT would also be a significant predictor. These findings suggest that enhancing students’ learning motivation through ICT integration may require more emphasis on the home environment. The implications for educational policy and practice are discussed, emphasizing a more efficient strategy in incorporating ICT into education.

A Strategic Framework for ICT Integration in Namibian Secondary Schools: Insights from Windhoek

This study explores the integration of Information and Communication Technology (ICT) in secondary education within Namibia, focusing on the challenges and opportunities associated with its implementation. Through a comprehensive framework, the research identifies ten strategic approaches to effectively incorporate ICT into teaching and learning processes. Key findings reveal that successful ICT integration necessitates a multifaceted strategy involving collaboration among educators, administrators, and government stakeholders. The study emphasizes the importance of addressing digital literacy, equitable access to resources, and ongoing technical support, particularly for students in rural and disadvantaged areas. Additionally, the framework highlights the need for curriculum reform, professional development for teachers, and a supportive environment that fosters pedagogical innovation. By aligning educational practices with digital tools, Namibia can enhance student engagement and prepare its youth for the demands of the modern workforce. Future research directions include examining the impact of ICT across various subject areas to inform targeted educational policies. Overall, the study underscores the transformative potential of ICT integration in improving educational outcomes and equity in Namibia's secondary schools.

Research on the Construction Path of the All-Media Matrix for Online Ideological and Political Education in Universities

With the rapid development of information technology, ideological and political education in universities conducted in an online environment has encountered unprecedented challenges and opportunities. The purpose of this study is to deeply analyze how to construct an all-media online ideological and political education system in universities, aiming to enhance the effectiveness and social impact of such education. The article begins by examining the current status of online ideological and political education in universities and exploring the existing problems and their causes. It elaborates on the practical path of building an all-media array for the Internet from various aspects such as improving architectural planning, content creation and distribution mechanisms, technology application and platform construction, and strengthening management and operational structures.

Factors Affecting the Use of ICT by Teachers at Nan Yang Technician College, China

Background and Aims: Nowadays, the application of information and communication technology in education is becoming increasingly widespread, which poses new requirements for the ICT application ability of teachers. The aim of this study is to explore: (1) The ICT ability level of teachers at Nan Yang Technician College; and (2) Factors affecting the ICT ability of teachers at Nan Yang Technician College. Methodology: The data was collected from 185 Chinese teachers from a technician school engaged by using the questionnaires and analyzed by Mean, standard deviation, and one-way ANOVA. Results: Research has found that: (1) The overall ICT application ability of teachers at Nan Yang Technician College is at a good level (M=3.56). From the five dimensions, only the evaluation and diagnosis dimensions are at a poor level (M=2.68; SD=0.92). The Technician literacy dimension (M=3.86; SD=0.65) and the learning and development dimension scored the highest (M=3.87; SD=0.62), both reaching a good level. The dimensions of planning and preparation (M=3.19; SD=0.64) and organization and management (M=3.35; SD=0.98) are at a moderate level. (2) There are significant differences in ICT application abilities among teachers of different age groups. The overall level of young vocational school teachers is higher than that of older teachers, especially in terms of planning and preparation, as well as organization and management. There is no significant difference in ICT application ability among teachers of different genders, educational levels, and teaching majors. Conclusion: The overall score of ICT application ability of teachers at Nanyang Technician College is at a good level, but it is relatively low compared to teachers from similar schools. The evaluation and diagnosis dimensions are at a poor level. In terms of influencing factors, age has a significant impact on the teachers of Nanyang Technician College. The ICT application ability score of older teachers is significantly lower than that of younger teachers. The ICT application ability of older teachers needs to be paid attention to. Other factors such as gender, education level, and the courses taught have no significant impact on the ICT application ability of teachers. Based on the analysis of research results, this study suggests that unique ICT enhancement strategies should be developed for different age groups of teachers. The development of learning activities should be based on the analysis of the teacher's situation, such as strengthening the evaluation and diagnostic abilities of teachers.

A Systematic Literature Review on ICT Integration: Opportunities and Challenges in Teaching Mathematics

Integrating information and communication technology in modern education is very instrumental in changing the way mathematics is taught and learned. Research in the Philippines explores how ICT is integrated into the country's teaching of math, outlining opportunities and challenges for Filipino teachers and students. This study used a systematic literature review with the aid of the PRISMA framework. A total of 22,800 scholarly articles in Google Scholar was reduced to 994 after title and keyword screening. After the final analysis, 12 articles met all criteria. Literature review shows that integrating ICT into math education offers an incredible number of benefits such as increased student engagement, new pedagogies, improved classroom management, flexibility in learning and teaching, and enhanced assessment. ICT improves contact between teachers and students as it creates possibilities for computer-supported collaborative learning using tools such as virtual manipulatives and simulations to deepen understanding of skills referred to as higher-order thinking. Several challenges still exist despite the benefits. Most schools lack proper ICT infrastructure: reliable internet and enough devices. The budget makes it hard to acquire equipment or relevant software needed for such instruction. Some teachers are not confident and need training in using ICT, and technical support is not adequate. These will only lead to uneven use of ICT in classrooms, hence limiting the possible impact on mathematics teaching. Infrastructural improvements, funds, and training of teachers, when coupled with technical support, might propel more efficient integration of ICT in math instructions within Philippine education. These will build vibrant learning environments that pave the way for learners toward success in a world increasingly dominated by digital technology.

Perceptions and challenges of technological use in teaching among late-career teachers: a case study in Cambodia

The COVID-19 pandemic created a huge demand in using Information and Communication Technology (ICT) in teaching and learning. Teachers are believed to be a main influencer in a student’s learning, so it is important to have a deep insight of teachers’ perceptions of ICT integration in teaching and the problems they have been facing in ICT integration. However, little has been known about these aspects, especially regarding late-career teachers in Cambodia. This study investigated late-career teachers' perceptions and barriers to incorporating technology into teaching practices at an urban high school to shed light on possible solutions and appropriate methods to encourage the use of ICT in teaching. Six late-career teachers teaching various subjects at a public high school located in the capital city of Cambodia served as the interview sample. The outcome indicates that the general view and sentiment of late-career teachers toward the use of ICT were positive. Late-career teachers’ use of ICT in teaching were found to be hindered by first-order, second-order, and third-order barriers. Recognizing the limited sample, suggestions to encourage ICT use are offered.

PEDAGOGICAL FUNDAMENTALS OF DEVELOPING STUDENTS’ SKILLS IN USING INFORMATION TECHNOLOGIES

In this article, it is clarified that the possibilities of improving the quality and efficiency of the subject-methodological level of training on the use of information technologies in healthy spiritual and moral education are related to the features of organization based on an integrative approach, the didactic capabilities of organizational and structural components of the stages of improvement on the basis of pedagogical, dedicated to raising the quality and efficiency of indicators of mastering observation and imagination-based processes based on modern information technologies.

Exploring The Perceptions and Use of Information and Communication Technology Tools Among High School Mathematics Teachers in The Northern Region of Ghana

This study explored the extent to which senior high school mathematics teachers in the Northern Region of Ghana use Information and Communication Technologies (ICTs) in teaching and learning mathematics. A descriptive survey design was employed for the investigation. Using a stratified sampling technique, 20 public high schools in the northern region of Ghana were selected for the study. A simple random sampling was used to select 100 teachers (i.e., 50 teachers from urban and 50 teachers from rural schools) from the 20 schools for the study. Questionnaires were used to collect data for the study. The findings revealed that the mathematics teachers’ perceived knowledge of the benefits of ICT usage for instructional delivery, assessment, and professional learning networks in mathematics were low compared to their actual usage of the ICTs for the same purposes. The findings suggest that the participants utilize ICTs more for social networking than for instructional delivery, assessment, and professional development in mathematics. Further, the findings showed a positive relationship between the teachers’ perceived knowledge of the benefits of ICTs usage for instructional delivery and their actual use of ICTs for instructional delivery. Mathematics teachers from urban schools use ICTs for all instructional purposes more than their peers from rural schools. Implications for ICT policies, teacher training, and professional development are provided.