Use Of ICT In Education Research Articles

The Adoption and Usage of ICT in Teaching and Learning in Tanzanian Secondary Schools: A Systematic Review

This systematic review aims to enhance understanding of the level and factors affecting the adoption and use of ICT in teaching and learning in Tanzanian secondary schools over a 10-year period from 2015 to 2024. The review involved a comprehensive literature search across various online research databases and institutional library sources for studies published within this timeframe. Extracted data included year of publication, level of ICT adoption and use, geographical scope, factors influencing adoption and use, target population, and type of school ownership. A total of 544 records were identified from different databases and repositories, with 266 screened, 48 full-text articles assessed for eligibility, and 17 articles ultimately meeting the inclusion criteria for analysis. The qualitative analysis of these studies revealed that, overall, the adoption and use of ICT in Tanzanian secondary schools remained low. Key factors affecting effective integration of ICT included insufficient ICT infrastructure (94.1%), limited ICT skills and knowledge among teachers (47.1%), inadequate teacher training (29.4%), teacher attitudes, perceptions, and experience (23.5%), and a lack of technical support (23.5%). The review concludes that ICT adoption and usage in Tanzanian secondary schools is at a low level. It is recommended for an increased investment in ICT infrastructure to ensure that public secondary schools, in particular, have access to the necessary technological resources for teaching and learning.

The role of school management in ICT implementation on student achievement and teacher attitudes in the Arab sector in Israel

This study aims at evaluating the effectiveness of school management in the integration of ICTs within the schools with emphasis on students’ performance and teachers’ perception. The data were obtained from questionnaires and interviews conducted on 11 high schools in the Arab and Bedouin localities of Israel. This study shows that strategic management, structural design, and leadership enhance students’ performance especially in Mathematics and English. The schools that have well defined policies on ICT and good leadership achieved high levels of student engagement and better academic performance. However, the study reveals that some inequality prevails in the system; the northern schools are in a better condition as compared to the Bedouin schools in the south where inadequate resources and cultural barriers are also seen. Leadership was found to be the most important variable affecting the teachers’ perception on ICT use in teaching and learning process; particularly the hybrid leadership practices positively affected the teachers’ involvement and student achievement. The findings imply that more leadership and specific strategies are required to support effective integration of ICTs in the underprivileged areas

Teacher educators’ and pre-service teachers’ confidence toward the use of ICT in education

Todays’ teacher education needs to provide pre-service teachers with readiness to integrate ICT in education. Teacher educators are expected to serve as role models for pre-service teachers, providing them with examples and meaningful experiences of learning with ICT. The aim of this study is to provide an insight into teacher educators’ and pre-service teachers’ confidence toward using ICT in education. In this study, both groups assessed their Technological Pedagogical Knowledge (TPK). The aim was to study the possible differences between teacher educators’ and pre-service teachers’ TPK assessments, and based on their assessments, to provide insights into teacher educators’ readiness to act as role models for pre-service teachers. The participants of the study were 123 pre-service teachers and 83 teacher educators. The results indicate that the assessments of teacher educators were higher than pre-service teachers’ assessments at the sample level. The results also indicate that pre-service teachers and teacher educators can both be divided into two aligning sub-groups, with higher and lower assessments. However, the comparison of these sub-groups showed that the assessments of the pre-service teachers in the higher sub-group were higher than with the assessments of the teacher educators in the lower (modest) sub-group. This study provides evidence for variation among teacher educators and pre-service teachers in terms of their TPK. This implies a need for more tailored ways to develop TPK in teacher education.

ICT Enabled Education: An Analysis in View of the National Education Policy, 2020, India.

In the 21st century, the demand for the use of ICT in education has increased rapidly as it has improved the way to be effective. The Indian Cabinet approved the new National Education Act and the sustainable development goals of the 21st century on July 29, 2020, after 34 years. The policy recognizes the need for and importance of information and communication technology across education to support research and innovation and to improve multilingual teaching, assessment, educational planning and management. The policy focuses on the creation of digital libraries, the creation of a virtual learning center with lending in financial institutions, and the creation of the National Technical Education Forum (NETF) to ensure effective use of technology and transparency of school management. This article discusses various aspects of NEP 2020, namely, use of ICT in Education with special focus on Higher Education.

Enhancing the integration of information and communication technologies in preschool education: Pedagogical training for future teachers

This research addresses the critical challenge of integrating information and communication technologies into the educational process, aiming to enhance the practical application of these technologies in preschool education. The article's aim is to develop a model for the pedagogical use of ICT with older preschool children, focusing on the professional development of teachers. The study employs A. Mehrabyan and N. Epstein's “Emotional Response Scale” to measure the responsiveness and sensitivity of future preschool educators. The article presents a comprehensive model for incorporating information and communication technologies in pedagogical activities with older preschool children. This model emphasizes creating a friendly atmosphere that fosters cognitive interest and development. Key components include natural video installations with corresponding sounds, cognitive and gaming activities displayed on screens to encourage collective problem-solving, viewing master classes and educational programs, and organizing literary hours with engaging visual and auditory elements. The proposed model aims to harmonize the psycho-emotional well-being of children and create optimal conditions for their cultural and cognitive development during their preschool years. This approach holds significant practical importance for the education system and overall societal well-being.

Student Perceptions on ICT Use in Teaching and Learning in Public Secondary Schools in Mbeya District, Tanzania

Student Perceptions on ICT Use in Teaching and Learning in Public Secondary Schools in Mbeya District, Tanzania

Modelos pedagógicos para la formación docente en el uso de la tecnología para la enseñanza del inglés: Revisión sistemática

The incorporation of Information and Communication Technologies to education is a fact in the con-ception of future teaching and learning methodologies. In the field of English Teaching, this integra-tion becomes an opportunity to move students closer to the culture and authentic target language registers. Remote Learning and Teaching for Emergency during Pandemic Times has revealed the potential of students and teacher to learn and adapt to new technologies; however, it has also expo-sed the urgent necessity of designing training programs that prepare educators to incorporate digital tools into their didactics. This review revises studies that present pedagogical and methodological models to train educators in the use of ICT for teaching, specifically for English Language Teaching, and those models that intend to affect Teachers’ Digital Competence. This qualitative synthesis, which arises from publications issued from 2016 to 2022, allows the author to describe the current state of the issue, and to provide recommendations for the creation of pedagogical or didactic designs to train teachers in the use of ICT for ELT.

Perceptions of University Teachers on the Use Of Icts in Teaching: an Exploratory Qualitative Study

Objective: Analysis aims to analyze the perceptions of university teachers about the use of ICT in teaching from a exploratory study. Methods: Fulfill this a documentary search of 22 articles carried out on University of Ecuador regarding the use and perception of ICT in university teaching; second, the theoretical foundation and relevant findings on the topic are selected to form an analysis regarding possibilities and opportunities for improvement; Third, a discussion is carried out that allows the understanding of social representation phenomena regarding ICTs in Ecuadorian universities. As a methodology, an exploratory qualitative study is implemented through a literary review that accounts for the phenomenon of teachers' perceptions in the use of technologies as a fundamental tool for learning. Thus, the documentary search is carried out in studies from Ecuador that have been completed for a maximum of 5 years. Result: As a result, the analysis seeks to form an analysis that explains teachers' perceptions and build strategies that help improve their application for teaching.

Teachers’ attitudes towards information communication technology use in EFL teaching at primary schools in Vietnam – A pilot study

One of the main goals set by the Vietnamese Ministry of Education and Training (MOET) for the 2022-2025 period is to extensively revamp Vietnam’s educational system in a way that teaching and learning in a digital environment plays a fundamental role in daily classroom activities. The present study aims to pilot the instrument developed by Christensen and Knezek (2009) to measure teachers’ attitudes towards computers and to examine EFL teachers’ attitudes toward ICT use at primary schools in Vietnam. To achieve the aims of the research, 202 EFL teachers were randomly recruited to complete the 73-item questionnaire. Cronbach’s alpha coefficients were calculated to examine the reliability of the instrument. In addition, several further analyses were conducted to explore teachers’ attitudes towards ICT use in EFL teaching. The findings suggest that the instrument is adequate, reliable, and valid, and that EFL teachers revealed strong interest, low anxiety, low avoidance, and high awareness of the usefulness of ICT use in teaching as well as its role in young learners’ language development. The results showed that teaching experience and job status impact EFL teachers’ attitudes towards ICT use while age and school locations do not. Future research is encouraged to clarify teachers’ neutral attitudes towards online interaction as well as their ignorance regarding the negative impacts of ICT use.

Competencias digitales en pedagogía, ciudadanía y desarrollo profesional del profesorado universitario

In today’s digitized world, digital competences are required to facilitate the transition to the Internet. For professorship, these competences go beyond knowledge of a particular subject. They focus on the skills needed to transmit that knowledge to students. A quantitative approach study was applied. The design was non-experimental and descriptive. The population and sample correspond to the 70 teachers who worked in the Faculty of Humanistic and Social Sciences during the first semester of 2023. The instrument for data collection was a teaching self-assessment. The competencies in digital citizenship showed the highest levels of teacher mastery with a value of 5. The competencies in pedagogy and professional development showed a value of 4. 93% of UTM-CHS teachers stated they had participated in training activities on the use of ICT in education. In conclusion, university faculty in Ecuador must have a stronger digital academic background; they must establish better pedagogical and professional development skills, research capacity, knowledge of educational technologies, intercultural skills and leadership skills. To ensure a high-quality learning environment all three areas must be at the same level of outcomes. For that, university professional development leads to establishing good pedagogy. Then pedagogy is strengthened through digital citizenship.

Digital Tools in Education

In recent years, as we have observed, digitisation has remained a consistently debated topic, especially in education. However, we believe that increasing attention needs to be given to the issue of students' digital skills in schools, the use of digital tools in teaching, the development of creativity, and other soft skills expected of young people in the future job market. These skills are becoming increasingly crucial. In this article, we focus on using digital tools in teaching at a vocational school and their impact on the creativity of a selected research sample of students. In the first part of the article, we specifically address the definition of creativity and the specifics of a creative personality. We briefly introduce concepts such as imagination, originality, intelligence, and critical thinking. The second chapter of the article presents selected methods and techniques that support the development of students' creativity. Based on the chosen topic, we highlight the importance of digitisation and the use of ICT in teaching and briefly describe selected digital tools. The article includes an evaluation of the creativity scores of the selected research sample of students at the beginning and end of the observed period.

MOBILE LEARNING AND HUMANISTIC BUDDHISM: A LITERATURE REVIEW

Following the explosion of information communication and technology (ICT), mobile has become one of the useful teaching aids in education and is known as m-learning. M-learning has many advantages over other information technologies, such as computers in teaching many subjects including Humanistic Buddhism. This article is a review of literature about the use of ICT in education, m-learning, humanistic Buddhism, and the use of m-learning in the learning of humanistic Buddhism. The study shows that this aspect is still rarely being explored but has great potential to expand the knowledge about humanistic Buddhism to Buddhists.

Designing ICT integrated lesson activities: an intervention to bolster tutors’ pedagogical use of ICT competences in Tanzania teacher education

PurposeThe study aims to assess the effectiveness of engaging tutors in designing and using ICT integrated lesson activities in strengthening their pedagogical use of ICT competences.Design/methodology/approachSurvey data from an intervention group of 70 tutors from two teachers colleges (TCs) were used to compare their level of ICT competences and domains of professional practice before and after the intervention. Document analysis, lesson observations and feedback from the learning management system (LMS) were used to describe tutors’ experiences from the intervention.FindingsThere was a statistically significant increase in tutors’ level of pedagogical use of ICT competences and domains of professional practice associated with hands-on practice in designing and implementing the intervention.Research limitations/implicationsThe intervention focus on hands-on practice, actual teaching and learning needs, and the use of active learning strategies like flipped classroom and the LMS, were useful means for tutors to make sense of pedagogical use of ICT competences.Practical implicationsThe results offer useful insights to teacher education institutions and policymakers on how to prepare professional learning and supportive policies to enhance teaching and learning with ICT for addressing the learning needs of the subject matter.Originality/valueCreating 16 ICT integrated lesson activities helped tutors to learn pedagogical use of ICT competences by doing. Use of such intervention could be a useful strategy in teacher education institutions to reposition ICT competence development from reproducing technological competences toward developing knowledge creators who could innovate their pedagogical practice with support from mentors, digital learning resources and networks.

APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES AS A MEANS OF EFFECTIVE DEVELOPMENT OF DESIGN COMPETENCE OF FUTURE SPECIALISTS OF TECHNOLOGICAL EDUCATION

The article examines in detail the impact of the use of information and communication technologies on the process of forming the design competence of future specialists in the field of technological education. The authors emphasize the importance of an integrated approach to the use of ICT in the educational process, which contributes to the improvement of the quality of education and the development of the necessary competencies in students, relevant for the modern labor market. The article substantiates that the effective use of ICT allows not only to expand the theoretical knowledge and practical skills of students in the field of design, but also contributes to the formation of critical thinking, creativity, the ability to independently search and analyze information. A number of pedagogical conditions have been identified that must be taken into account in order to achieve a high level of design competence among future specialists. Among them: the application of a complex of interdisciplinary professionally-oriented tasks that contribute to the integration of knowledge and the development of project thinking; stimulating the activity and independence of students through the use of participatory learning methods; organization of activities that encourages creative search and use of innovative ideas in design projects. The article also provides examples of the effective use of ICT in the educational process, such as the use of specialized programs for graphic design, 3D modeling, digital resources for creating and presenting projects, which allows students to better understand the essence of design activities and develop the necessary practical skills. The prospects of further research related to the search for new innovative approaches to the use of ICT in education, in particular in the field of design, which will take into account rapid changes in technology and the needs of the modern labor market, are indicated. It is assumed that the further expansion of ICT capabilities and their integration into the educational process will contribute to the formation of universal design competencies that can adapt to the changing conditions of the professional environment.

The role of new technology in teaching Physics: Use of LMS for learner centric interaction outside the classrooms

Abstract— Technological enhanced teaching through learning management systems (LMS) have become a potential interface for handling course registration, assigning students, their subject group, managing course contents and assessing students. Many Higher Educational Institutions across the country are still dependent on classroom teaching for covering the syllabus. A lot of effort is put in by the faculties to handle/manage, save and reuse the study material for repeating the topics of a particular course in next semester. This system bridges the gap between the student and the teacher to interact outside the classrooms as well. The efficient use of ICT in education is in high demands now to improve the quality of education in higher educational institutions. Thus, LMS serves to be one of the useful technological tools for the engineering graduates. Implementing different learning techniques, pedagogy and assessments strategies could be very challenging. More opportunities are provided to the teachers and the students to learn or assess their work through LMS. This study gives an overview about the use of innovative teaching, learning and evaluation techniques applied for the first year engineering undergraduate learners that can be adapted in an online or hybrid mode for understanding. With this intention, we have used customized Moodle based LMS for our engineering institution. LMS portal helps the faculties to upload the course contents, youtube video links, e-books, quizzes and assignments, which is accessible to the students anytime throughout their semester from anywhere. After various activities performed through LMS, it is observed that LMS helps in strengthening the learning process and motivates them thus showing a positive impact on achievement. Keywords— LMS, Moodle, Online grading, Flipped classroom, Blended learning, Pedagogy

Teachers' Experience of ICT Training for Professional Development

This article discusses on teachers' experience of Information and Communication Technology training for their professional development and in teaching and learning in the context of Nepal. It also discusses the policy documents which are brought to train the teachers focusing on the use of ICT in teaching and learning highlighting the problems that appear to implement the IT policies and teachers' professional development. It also examines the teachers' knowledge of ICT and their perception of using it in teaching. This study was based on a qualitative interpretive design that follows the semi-structured interviews with the participants and observation of schools to find out the teachers' experiences of using technology for their professional development and the availability of IT resources, and tools at schools. The findings indicate that most of the teachers are not trained in ICT for their professional development and some of the teachers have taken TPD training in which there is not any association of information and communication technology. Teachers are so curious to learn Technology for their professional development but the lack of teacher training is the main problem. This study was carried out to find out the existing practices of using new technology for professional development which resulted in teaching and learning. Although this is a small study, this provides insights to fill the gap between training policy and the problems that exist at the practice level which will be helpful to improve education in Nepal.

DIGITAL TRANSFORMATION OF THE GLOBAL EDUCATION MARKET

The global education market is undergoing significant changes due to modern digitalisation. The latest technologies are significantly changing learning technologies, the structure of education, international flows and their volume in general. The subject of the study is to assess the impact of digital transformation on the global world market. The aim of this article is to analyse the development processes of the global market for educational services in the context of modern challenges, in particular digital transformation, and its consequences for the higher education market. The methodology of the study included research, a review of scientific literature, graphic visualisation of digitalisation. The methods of system analysis and generalisation have made it possible to identify the main directions of transformation of the global and regional educational markets, to characterise the dynamics of the spread of the latest forms of education and the growth of their profitability, to confirm the turbulence and instability of internationalisation trends and the intensification of competition between traditional and new providers of educational services. Research has shown that the online education sector is developing and expanding rapidly. The amount of capital raised and its profitability are increasing, confirming the prospects of these investments. There is a growing variety of online education providers, which generally creates significant competition for traditional institutions such as universities. Educational products are becoming more diversified and there is a growing trend towards personalised and adaptive learning on online educational platforms using artificial intelligence and machine learning technologies. In recent years, there has been a significant increase in the number of students enrolled in various online courses, and there is a growing demand for distance learning and flexible, personalised learning options. The global education market is characterised by unstable dynamics of internationalisation due to various external factors such as the COVID-19 pandemic, military aggression, demographic factors, political and economic instability. Competition between traditional and new providers for students, market share and financial resources is intensifying. In general, despite the negative factors, the number of foreign students tends to increase, albeit rather unevenly across countries. The widespread use of ICT in education and other activities can pose potential threats and challenges: increased competition and lower quality of education, spread of unwanted and anti-social information.

Impacts of COVID-19 on Higher Education in Developing Countries and the Strategy of Using ICTs for e-Teaching from Catholic University of Mozambique

COVID-19 has tested the organizational capacity of the education system in Mozambique, including the higher education level when it became mandatory to close all face-to-face teaching activities. To respond to this challenge and continue with the noble mission of teaching, the Catholic University of Mozambique implemented a hybrid model, specifically through digital platforms, even though it was aware of the various resource limitations on the part of teachers and students. This strategy would be determinant for a successful path to the purpose of "never stop teaching and learning." This paper attempts to answer questions that arose at introducing this new teaching model during the COVID-19: (i) What skills did teachers have to respond to ICT-mediated teaching? (ii) What strategies were used to circumvent the difficulties arising from COVID-19 for Teaching and Learning? (iii) What kind of skills, difficulty, and behaviour characterized the students to correspond to a 100% online teaching system? and (iv) What platforms and instruments were used to respond to this teaching model? The paper first seeks answers from exploratory interviews with teachers about the use of ICTs in teaching and learning and subsequently presents some challenges in three dimensions (institutions, teachers, and students) of which their consideration can lead to a path in the immersion of the technologization of teaching. In methodological terms, a qualitative approach was used, where interviews were conducted with a sample of teachers from this university who were part of the frontline of the process. The results show that for the case study it was possible, to teach and learn through Moodle platforms, Google Classroom, interacting through Zoom, Google Meet, and using Skype as a communication tool with students.

Mathematics Preservice Teachers’ Perceptions Regarding ICT Use in Teaching and Learning Practices

Mathematics Preservice Teachers’ Perceptions Regarding ICT Use in Teaching and Learning Practices

Impact of ICT-Driven Teacher Professional Development for the Enhancement of Classroom Practices in South Africa: A Systematic Review of Literature

Education is critical to the development of any country. The quality of education depends on the quality of teachers in the education system. Studies affirm that the initial teacher education that teachers enter the teaching profession with, is not enough to sustain the education system. Hence, there is a need for continuing life-long learning for teachers to keep abreast of their profession. Seemingly, teachers play a significant role in the integration of ICT into teaching and learning. Therefore, adequate and regular professional development of teachers is paramount to the use of learning technologies in classrooms. This study employed a systematic review of the literature to explore the impact of teachers' exposure to ICT through professional development activities on teaching and learning success. The TPACK framework was adopted as an underpinning lens to understand the phenomenon. The study affirms that the professional development of teachers should be situated within ICT pedagogical and content-related content to capacitate teachers' ICT knowledge and skills. Hence, teachers' ICT knowledge enhances classroom instructional delivery, using various learning technologies in teaching and learning. The study recommends adequate and regular capacity building for teachers with ICT training, while teachers should be supported with ICT gadgets and resources. Follow-up should be designed to ensure teachers’ adoption and use of ICT for teaching and learning in South African schools, to familiarise their learners with various learning technologies, and to enhance their academic performances.
 
 Received: 17 April 2023 / Accepted: 29 July 2023 / Published: 5 September 2023