ICT In Education Research Articles

Influence of Teachers’ Experience in Information Communication Technology and Students’ Academic Performance in Mathematics in Public Secondary Schools of Rwanda: A Case of Kayonza District

The study evaluated the impact of teachers' ICT experience on students' math performance in public secondary schools in Kayonza District, Rwanda. Involving 259 participants (223 teachers and 36 head teachers), data were gathered through questionnaires, interviews, and observations, and analyzed using SPSS Version 20.0. Findings revealed that 83.5% of respondents strongly agreed that teachers skilled in MS Excel, 85.9% in PowerPoint, and 83.9% in preparing teaching materials with ICT tools positively influenced students' performance. Additionally, 82.3% noted that teachers trained in exam preparation with ICT tools demonstrated their ICT experience. Improved student outcomes were reported, with 79.4% noting better numeracy, 80.2% improved grades, and 78.3% enhanced skills in experimenting with MS Excel. A significant positive correlation was found between teachers' ICT expertise and students' math performance. The study suggests that proficiency in ICT tools enhances students' academic performance. The Ministry of Education should support ICT integration to boost academic achievement, with superintendents and head teachers optimizing ICT training and lab usage. Teachers should share ICT skills to improve instruction and student outcomes. Future research should investigate the broader effects of ICT in education on academic achievement in mathematics.

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.

EVALUATION OF INTERNET ACCESS BY STUDENTS AT A FEDERAL EDUCATIONAL INSTITUTION IN NORTHERN BRAZIL

Objective: This study presents the results of assessing Internet access by students at a federal educational institution in northern Brazil. Theoretical Framework: The study's theoretical framework relates information technologies through Internet access to learning. It shows that the more adequate Internet access is in educational institutions' daily routines, the better the students' performance in learning and its developments in technical, scientific, and technological production. Method: The method used was a survey, the population of which consisted of students who attended classes during the three shifts during which the institution operated. The students were consulted through a questionnaire with multiple-choice questions, the results of which were generated using descriptive statistics and presented in frequency tables. Results and Discussion: The findings showed deficiencies in a) the connection attributes, b) insufficient connection about the types of use by students, c) the connection provided is of low quality, and d) there is excess demand about the low institutional supply, especially in the evening shift. Research Implications: This study shows that internet services must be the object of multidisciplinary treatment and cannot represent the exclusive view of ICT professionals or education specialists. Unidisciplinary views prevent several fundamental nuances of institutional core activities from being overlooked. Originality/Value: The research's originality lies in the empirical observation that educational institutions must strategically plan long-term internet provision jointly by ICT professionals, education specialists, teachers, and students.

Mastering the digital frontier: Development of pedagogical use of ICT competences among student-teachers in Tanzania

This study investigated the factors influencing student-teachers’ development and use of pedagogical ICT competences in teaching and learning process. The study was guided by the Theory of Planned Behavior and the Technological Pedagogical Content Knowledge model. A descriptive research method was employed to gather quantitative data from a purposive sample of 187 third-year student-teachers from three universities in Tanzania. Data analysis included descriptive statistics and correlation analysis. The results indicated a significant positive correlation between variables related to facilitative condition factors for the development of pedagogical ICT competences. Other factors such as attitudes and expectations, operational usefulness, and social influences had positive corrections; although, they were statistically insignificant. Regarding perceived pedagogical ICT competences related to content delivery, about 74% of the respondents perceived themselves as very skilled and 25.67% as fairly skilled. In addition, competences related to incorporating ICT in instructional strategies, 58.82% of the respondents reported that they were very skilled and 34.22% said they were fairly skilled. These findings highlight the need for targeted interventions to strengthen the training on pedagogical ICT competences and promote effective technology integration in content delivery and instructional strategies.

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.

Big Data Analysis and Information Sharing for Innovation and Entrepreneurship Education

This study delves into the transformative potential of integrating big data analysis and information sharing in innovation and entrepreneurship education. Employing a comprehensive methodology encompassing K-Means Clustering, Decision Trees, Apriori Algorithm, and Neural Networks, the research investigates student engagement patterns, influential factors, collaborative relationships, and predictive modelling within educational settings. The findings reveal significant outcomes, with K-Means achieving a clustering precision of 75%, Decision Trees demonstrating an accuracy of 82%, Apriori Algorithm uncovering frequent itemsets with 68% support, and Neural Networks achieving a notable accuracy of 90%. Drawing insights from a diverse range of literature, including studies on big data management, demand prediction models, ecological approaches to entrepreneurship education, qualitative inquiries into startup strategies, applications of ICTs in education, and the impact of virtual gaming on SMEs’ growth, the research provides a robust foundation for understanding innovation and entrepreneurship education. This study contributes to both theoretical understanding and practical implications, guiding educators and policymakers in tailoring interventions and strategies to foster an adaptive and effective educational environment.

Exploring barriers and facilitators of ICT in English pronunciation instruction: Perspectives from Jordanian tertiary education

This study examines the barriers and facilitators to integrating ICT in teaching and learning English pronunciation among university lecturers and students. Three female lecturers from a Jordanian government university's Department of Pharmacy, with teaching experience spanning 3 to 10 years, participated, along with six focus groups of male and female students aged 20 to 23 from the Faculty of Pharmacy. Thematic analysis uncovered barriers such as limited ICT access, inadequate training, large class sizes, time constraints, and students' negative attitudes and low ICT skills, alongside facilitators including leadership support, ICT tool accessibility, basic training for students, and consistent ICT integration in assessment and curriculum. Students advocated for lecturer support, mobile device integration, ICT training, smaller class sizes, consistent ICT tool integration, tool accessibility, and specialized pronunciation courses. This study offers fresh insights into understanding perceptions of ICT adoption barriers and facilitators among university lecturers and students, benefiting researchers and policymakers focusing on teacher professional development to enhance ICT integration in English pronunciation teaching and learning at the tertiary level.

Development of instructional design principles for using ICT in resource-limited learning environments: a case of Bangladesh

The integration of ICT in education in developing countries has become a significant focus in various ODA projects and educational research. With the increasing demand for teachers to incorporate ICT in their classrooms, the precise methods for effectively integrating ICT resources have not been thoroughly explored. Therefore, this research aimed to develop the most optimal instructional design principles that may systematically guide teachers in planning their lessons using ICT, specifically in the context of Bangladesh. By employing the design and development research method, this research developed an initial set of instructional design principles based on literature review and field research, then elaborated on the principles through three sets of internal validation tests and a usability test by conducting in-depth interviews to confirm the applicability of the principles in real classroom settings in Bangladesh. The final version of instructional design principles is composed of five components, ten principles, and 22 specific guidelines. Two distinct features of the principles are discussed for further research. In discussion, this research underscores the necessity of providing practical instructional design principles to guide teachers in effectively utilizing ICT, particularly within a resource-limited learning environment like Bangladesh.

Chemistry Teachers’ Self-efficacy for Using Information and Communication Technology: A Survey Cross Sectional

The utilization of ICT in education could be further optimized due to the low self-efficacy of teachers. Teachers' years of teaching experience and the status of their schools have an influence on their ICT self-efficacy. This study aims to describe the differences in ICT self-efficacy among chemistry teachers based on their teaching experience and school status. This study used a quantitative approach with a cross-sectional survey method. The research was conducted in 31 high schools in Pekanbaru City and included a randomly selected sample of 50 chemistry teachers. The research instruments consisted of ICT self-efficacy questionnaires 14 items. ICT self-efficacy instrument declared valid and reliable using the Rasch model test. Additionally, interview data were employed to reinforce the findings from the questionnaire. The research questionnaire data underwent processing using analysis descriptive statistics and a two-way ANOVA test with SPSS. The results of the research show that there is a significant difference in the ICT self-efficacy of chemistry teachers based on the teacher's teaching experience with significance level of 0.005 and there is no difference the ICT self-efficacy of chemistry teachers based on school status with significance level of 0.783. The effect size test shows that the partial eta square value for the effect of teaching experience belongs to the high category while school status belongs to the low category.

Understanding stakeholders' perception on integrating ICT in teaching and learning science subjects: Experiences from Tanzanian secondary schools

This study investigated stakeholders’ perceptions of the integration of ICT in teaching and learning science subjects in secondary schools. A cross-sectional survey design, using a mixed approach, guided the study. Survey questionnaires and interviews were used for data collection. A total of 221 respondents, including students, teachers, heads of schools and district education officers, were sampled. The SPSS version 24 was used for quantitative data analysis. The qualitative data from the interviews were subjected to thematic analysis. Results indicate that stakeholders had positive perceptions of the benefits of integrating ICT in teaching science subjects. However, their positive perception was hampered by the accessibility of ICT materials, insufficient pedagogical knowledge and limited support from school management. Therefore, it affects the integration of ICT in teaching and learning science subjects. The study recommends government and management support to ensure sufficient ICT materials. Further, teachers should be equipped with sufficient pedagogical knowledge for ICT integration in teaching and learning science subjects.

Assessing the Availability of Digital Learning Infrastructures in NGO-Sponsored and Non-Sponsored Public Primary Schools in Buuri and Isiolo Sub-Counties

Purpose: To assess the availability of digital learning infrastructures in NGO-sponsored and non-sponsored public primary schools in Buuri and Isiolo sub-counties. Methodology: The study used deductive reasoning and adopted the descriptive survey research design. The study targeted 79 public primary schools in the 2 sub-counties, 79 headteachers, 79 ICT teachers, 2,192 Grade 6 learners, and their 79 Grade 6 class teachers. The researcher selected a 20% sample to get 16 schools, 16 headteachers, 16 ICT teachers, and 16 class teachers. Purposive sampling techniques were used to select 11 schools with NGO sponsorship while simple random sampling was used to select 5 schools without sponsorship for the comparative sample. Systematic random sampling was used to get a 15% sample from the learners – 329 Grade 6 learners. Data was collected using questionnaires, interview schedules, and observation checklists. Descriptive data was analyzed using percentages, mean, and standard deviation scores, while data from interviews was organized into themes and reported using quotes and narration and reported alongside the findings from descriptive data. Results: The results of the questionnaire revealed that 79.9% of learners in sponsored schools strongly agreed that their classrooms were built with robust materials compared to only 62.0% in non-sponsored schools. 70.0% of teachers in sponsored schools confirmed these findings strongly agreeing that their classrooms were built of concrete stones with metal doors and windows, compared to 60.0% in non-sponsored schools. This indicates a significant difference in infrastructure quality, with sponsored schools showing better construction (97.4% vs. 70.5%). Simple regression analysis showed that NGO-sponsored schools had lower p-values (p ≤ 0.01 for power availability and digital hardware, p = 0.05 for adequate gadgets) compared to non-sponsored schools (p = 0.05, 0.05, and 0.10 respectively). These results indicate significant differences in infrastructure availability, supporting the rejection of the null hypothesis. Conclusion: The conclusion made was that NGO-sponsored schools possess significantly superior digital learning infrastructures compared to their non-sponsored counterparts. The robust construction of classrooms, reliable electricity supply, and the availability of essential wiring and power sockets collectively create an environment that is highly conducive to effective digital literacy programs. This enhanced infrastructure provides a stable foundation for the integration and use of digital technologies in the school. The study recommends that efforts be made to increase NGO sponsorship in public primary schools to increase the chances of learners attending the schools getting access to essential digital skills. This could involve intentional efforts by the Ministry of Education to reach out to NGOs and pursue partnership opportunities in this direction

Education for technologies and ICT in compulsory education in Romania. Comparative analyses, the need for reconsiderations and equal opportunities

The research analyses the situation of education in Romania regarding the presence in the official documents of the school subjects that form competences for the technological field and for ICT. The framework plans for compulsory education at the primary, secondary and lower cycle of high school were analysed. The conclusions show the fact that many of the official school documents are older than 10 years and they were developed and approved by the Ministry of Education without considering continuity and a unitary vision. If in secondary education the situation is somewhat better, in all the analysed profiles, in primary education the curricular area "Technologies" is underrepresented, although equal opportunities are offered to students from all majors. The high school operates framework plans approved in 2009, which means that there is no continuity in the study of some subjects, ICT/Computer science being present only in certain specializations. The situation is analysed in the classes belonging to mass education, the one intended for national minorities and from specializations such as: mathematics, computer science, technological, arts, music, theology, pedagogy, social sciences, sports, military, public security. A series of research directions and priorities are proposed for a better presence of technology and ICT education in the training of students for the society of the future.

The Levels of Employing New Information Technology in School Administration from the Teachers' Point of View

This level of using ICT in education from the perspectives of school principals was explored in this investigation. The descriptive analytical method was used as the methodology and the study sample included 183 school principals, who were selected randomly from different public schools in the UAE. A questionnaire was prepared and formulated in its initial form, which consists of (58) items distributed among the six dimensions The findings found that school principals agreed on the importance of using ICT for the management of school examinations and results, as it came in first place with a percentage of 81.28, which is a high degree. The findings also showed that school principals have similar views on the use of ICT in school administration regardless of their gender. Both male and female principals use ICT tools and think it is important in school administration.

Perceptions of Stakeholders Regarding Use of ICT in Teachers’ Professional Development: A Qualitative Study

Due to the emerging usage of technology in the field of teaching and learning, it become mandatory for teachers to utilize ICT in every aspect. The purpose of this study is to find out teacher usage of ICT in their teaching methodologies for their professional development, it is also aimed to find out administrational cooperation with teachers integrating ICT for their professional development. A phenomenological research design was used. The researcher purposefully selected 05 teachers and 05 heads of the institutions to be interviewed as a sample of the study. Semi-structured interviews were conducted with teachers and heads of the institutions. Thematic coding of data was applied as part of the data analysis process. Seven overarching categories or themes surfaced, including teachers’ perception of ICT, teaching methodology, and better learning outcomes. The results revealed that teachers view ICT as valuable in teaching, and using school management resources effectively. However, others struggle with using ICT due to time and effort consumption. It also emphasized, the struggles with lesson plans requiring ICT but believes it takes longer to achieve targets. Teachers must develop methodologies aligned with their subject and content. The idea aims at the administrative responsibility of the principal in supporting and motivating teachers to adopt new technology and incorporate ICT in their lesson plans successfully. The recommendation is to prioritize ICT competency in teacher hiring, irrespective of grade level, and involve all stakeholders in the implementation of ICT developmental programs, ensuring appropriate usage for teachers.

The Integration of ICT in Primary Education – Examination of the Global African Southern African Contexts

The Integration of ICT in Primary Education – Examination of the Global African Southern African Contexts

Breaking barriers, building resilience: Leveraging knowledge to mitigate energy vulnerability in Africa

Addressing energy vulnerability can unlock economic potential and create pathways for inclusive and sustainable development. Knowledge creation and use are essential components of efforts to promote sustainable energy access and support development goals. This paper scrutinizes the effect of knowledge on energy vulnerability in Africa. Using data from 27 countries from 2000 to 2019, findings from feasible generalized least squares, panel-corrected standard errors, and fixed-effects with Driscoll and Kraay (1998) standard errors demonstrate that the three components of knowledge creation and use (education quality, ICT penetration, and innovation) mitigate energy vulnerability in Africa. Moreover, findings from the quantile regression confirm that the effect of knowledge is negative but heterogeneous across the conditional distribution of energy vulnerability. Finally, economic globalization incurs energy vulnerability, while urbanization has a negative and statistically significant effect. Thus, policymakers and governments should actively invest in education and training programs and provide incentives for ICT development and energy innovation to alleviate energy vulnerability in Africa.

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.

The Role Of Modern Communication Technology In Reducing School Circumstantial Problems During The COVID-19 Pandemic

Many studies and reports in recent years have demonstrated the importance of ICT in education ", where UNESCO has identified it as an essential tool for disseminating knowledge in societies and its adoption in the educational system helps to improve the quality of education, Schools use means of communication to communicate, disseminate, store and manage information, Achieving the principle of interactive education by replacing chalk panels with smart panels, for example Students use their smart phones to learn, and to achieve this possibility of distance learning, which helps educational institutions, including the school, to consider them among the most important institutions of socialization in controlling and reducing the circumstantial problems they face. The Algerian school is not isolated from such problems and this is what I emphasized in the current health crisis. We will address in our study alongside modern communication media the role they play in confronting exceptional circumstances under the COVID-19 pandemic

Mutual influence of quality education and ICT skills in promoting economic growth

Aligned with the fourth UN Sustainable Development Goal, this study examines the potential correlation among education quality, ICT skills, and economic growth. Utilizing the Generalized Method of Moments (GMM) methodology, we analyze dynamic fixed-effect panel data spanning 2010 to 2021 across 26 low-income, 20 middle-income, and 15 high-income countries. Our results indicate a positive impact of ICT skills and education quality on economic growth, for all country groups, with education quality enhancing this effect compared to ICT skills alone. The interaction between these factors underscores their complementary role in fostering economic growth. Notably, the impact has become more pronounced in recent years, attributed to advancements in ICT facilitating improvements in education quality. When examining income levels, low-income nations exhibit more substantial coefficients for ICT skills and education quality than middle- and high-income countries, emphasizing the significant potential for progress in low-income contexts. Our findings withstand various robustness checks, affirming their reliability and providing compelling policy implications for the roles of education quality and ICT skills in propelling economic growth.

Challenges of ICT Teachers in Integrating Digital Literacy Post-COVID-19 Curriculum Revisions in Thailand’s English Teacher Education Programs

After the curriculum reforms from 2021 to 2023, public universities in Thailand have been adapting to integrate ICT and digital literacy into their teaching. This research explores the changes experienced by ICT teachers when integrating digital literacy with student teachers in English teacher education programs after the pandemic. During COVID-19, online learning was mandatory, necessitating significant adjustments. This study also investigates the challenges associated with these changes. The participants were six teachers from six public universities with firsthand experience with the revised curriculum from 2021 to 2023. Semi-structured interviews were used as the research instrument. The interview data were grouped into themes according to the degree of change and challenges encountered by the teachers. The findings showed four levels of changes due to the curriculum reforms: changing course names, descriptions, topics, and assessments. Along with these changes, the teachers faced several challenges: selecting appropriate ICT resources, insufficient digital literacy knowledge, the need for pedagogical adjustments, insufficient training and support, infrastructure limitations, and time constraints. The study suggests that universities should offer ongoing professional development to help teachers keep up with the changing digital literacy landscape. Additionally, institutional infrastructure and support need improvement. Teacher education programs should incorporate comprehensive training on using ICT in teaching, emphasizing practical applications. Future research should study the effectiveness of professional development models in enhancing teachers’ ICT skills and their ability to integrate technology into their teaching. It should also identify the impact of collaborative teaching approaches on ICT integration in teacher education programs.