ICT In Learning Research Articles

Implementasi Pembelajaran TIK di Kelas V MIs Sirojul Falah 01 Kec. Parung Bogor

The study aims to analyze and describe the implementation of ICT learning for grade V students at MIS Sirojul Falah Parung, Bogor. The qualitative descriptive approac used with interviews, and observations to collect the data. Then in analyzing using the Milles and Huberman model, namely data reduction, data presentation, data analysis, and drawing conclusions. The results of the study show that the implementation of ICT learning for grade V students at MIS SIROJUL FALAH Parung, Bogor Regency has three stages in learning, namely planning, implementation, evaluation and follow-up. The implementation of ICT learning at MIS SIROJUL FALAH Parung Bogor still has many shortcomings. First, in terms of subject names, it still uses the name of the ICT subject which should have been changed to Informatics. The two curriculums used still use KTSP which should be the Independent Curriculum and the RPP used is not in line with the curriculum used. Third, the scope of the material taught still has many shortcomings where the material taught still contains old material that has not changed and is still around ICT which should be ICT material in MI or elementary school that is taught must contain Science, technology and mathematics. Fourth, computer facilities are still insufficient to meet the learning needs of students.

Didactic voice-over in Secondary Education to develop integrated language skills and raise ecological awareness:

In recent years, there has been a significant expansion in the utilisation of ICT in language teaching and learning. In order to provide students with a quality education, teacher training is of paramount importance. Effective teacher training ensures that educators are well-equipped with the latest pedagogical strategies, technological tools, and interdisciplinary approaches necessary for fostering a dynamic and engaging learning environment. Furthermore, in view of the United Nations’ Agenda 2030, the efforts of teachers increasingly focus on promoting sustainability awareness. This holistic approach not only enhances the educational experience but also aligns with broader societal goals, making language education a powerful tool for positive change. This paper will present a case study with 14 pre-service secondary school teachers of English as a Foreign Language (EFL) in Spain. The purpose is to investigate whether pre-service teachers see feasible to implement DAT, particularly didactic voice-over, in the EFL classroom, and whether it can enhance integrated language skills and promote ecological awareness. The participants were initially introduced to DAT and its practical application within the recently research-led TRADILEX platform (Fernández-Costales, Talaván & Tinedo-Rodríguez, 2023). Subsequently, participants were required to carry out a didactic voice-over lesson plan (LP) about the European-funded project Speak4Nature - Interdisciplinary Approaches on Ecological Justice. After submitting the 60-minute voice-over LP, created in accordance with the TRADILEX methodology (Talaván & Lertola, 2022), participants were required to develop a second LP of the same duration, utilising the same video as a foundation and tailored to the specific needs of their target learners. In order to triangulate the data, participants’ opinions were gathered via a feedback questionnaire, an observation rubric completed by the two teacher-researchers, and a focus group involving five participants. The analysis yields encouraging findings, since pre-service EFL teachers perceived the integration of DAT in secondary education as potentially advantageous for fostering the development of integrated language skill and ecological awareness.

Digital Access, Resources, and Literacy: Mapping the Digital Divide and ICT Learning Challenges among Undergraduate Students in Bangladesh

Abstract Although Bangladesh has adopted many digital initiatives, it continues to grapple with widespread digital disparity and social inequality. Through semi-structured interviews, this study explores the dynamics of the digital divide and the perceptions and experiences of undergraduate students in Bangladesh in ICT education and learning. The findings indicate that, despite the significant impact of the digital divide, caused by multifaceted socioeconomic inequality, ICT education has largely failed to provide students with essential digital skills. This article emphasizes the need for an effective learning environment that prioritizes three interconnected dimensions: equal access, resources, and digital literacy. By examining the interplay between digital divides and the imperative of integrating e-learning into pedagogical strategies, this study contributes to the field of educational policy and technology. Ultimately, this article advocates a digitally inclusive and student-centred digital learning environment in the technology-poor setting of higher education in Bangladesh.

STUDENTS' ATTITUDES TOWARDS THE USE OF ICT IN ENGLISH CLASS AT TERTIARY LEVEL

The use of ICT tools is frequently regarded as a beneficial and effective method for foreign language learning. In addition to providing tools which can help students improve their language skills, ICT can be used to motivate them and foster their interest and positive attitudes towards language learning. On the other hand, overwhelmed by a number of learning tools and apps available, as well as the multitasking required for such a learning experience, some students may find them distracting, which leads to a lower quality in the work produced. Despite the abundance of existing studies on the topic, very few have addressed the use of ICT at the tertiary level, and almost none have aimed at including students from two different countries in the Balkan region. Hence, the present study aims to explore the attitudes of university students at two tertiary institutions in Slovenia and Croatia towards the use of ICT in their language learning classrooms. The results were obtained using an online questionnaire and were further quantitatively analysed using descriptive statistics and a t-test for unpaired samples. According to the results, the vast majority of the students acknowledge the importance of ICT tools and highlight their usefulness in relation to learning English. However, a difference between the groups is observed in the frequency of usage and types of online tools used in their language learning process. Finally, the results of this study show that the integration of ICT in learning should be carefully and thoughtfully planned in advance. Although prevalent in language settings, ICT should not be seen as a sole replacement for face-to-face learning sessions, but as a necessary complement to English classes. Teachers should first consider the diverse comfort levels and technological proficiencies of students to ensure that ICT enhances, rather than hinders, the learning process. Keywords: language learning, English, ICT, students’ attitudes, tertiary level, Slovenia, Croatia

Secondary School Teachers' Development In TPACK, ICT Literacy, And High-Level Thinking: Community Service In SMK N 3 Purwokerto, Central Java

Students can gain a better grasp of subjects through the use of ICT literacy. Students can learn a wide range of facts and concepts in a balanced and effective way if they are literate in the use of information and communication technologies. Research has shown that there is a strong correlation between PLT and ICT Literacy. The correlation between TPACK and ICT literacy is strong as well. All of this points to the importance of TPACK, PLT, and ICT literacy as cornerstones of effective classroom instruction. The goals of this community service project are threefold: first, to increase teachers' TPACK competency, ICT literacy, and PLT understanding and knowledge; second, to develop TPACK competency programs; and third, to develop TPACK competency, ICT literacy, and PLT teaching materials. The author argues that the training implementation method is the most justified of the three prerequisites that any school must meet. These prerequisites include: 1) Setting up a system for online instruction. Naturally, their e-learning platform can cleanly display TPACK competencies, ICT literacy, and PLT; 2) Creating activities for innovation workshops; 3) Engaging students in learning TPACK competences, ICT literacy, and PLT through student-led activities.

Effectiveness of Notion Application to the Development of Learner Autonomy in TOEIC Learning

Learner autonomy has received increasing attention in Vietnamese context, especially with the arising of ICT in English teaching and learning. This quantitative study aims to explore the effectiveness of Notion application to the development of learner autonomy perceived by learners. The participants include 50 university students from two TOEIC classes in HCMC, who were encouraged to use Notion app during a 2-month course. A close-ended questionnaire was adapted to collect data. The findings revealed that TOEIC learners perceived Notion app as effective in the fostering of their learning autonomy, regarding the high extent to which it helped them take charge of learning, have positive attitudes towards learning, learn cooperatively with peers, develop study skills, and build good relationships with teacher.

Peran Kepala Sekolah Berbasis Mutu Pendidikan dalam meningkatkan Jumlah Peserta Didik Baru

Educational quality-based leadership plays a key role in attracting new students to an educational institution. Quality-based leadership can increase the number of new students through superior programs such as BTQ, ICT learning, and education about batik. Improving the quality of education requires effective and efficient management of all institutional components, including educators, education staff, students, facilities and finance. Overall, effective leadership and quality educational programs have an important role in increasing the number of new students in an educational institution. The aim is to find out the role of school principals in increasing the number of students and to find out what programs can attract and attract new prospective students. The research method is qualitative, which is field research because the data produced is in the form of written or spoken words from objects and behavior that can be observed. The research results show that the quality-based leadership program in increasing the number of students at SD Muhammadiyah Wirobrajan 2 shows encouraging numbers in line with the targets to be achieved and satisfies education users.

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 Correlation Between Teaching Readiness and The Implementation of 21st Century Learning Among Trainee Teachers in Sultan Idris Education University

This study was conducted to identify the level of teaching readiness in terms of knowledge and information and communications technology skills (ICT), as well as the level of implementation of 21st century learning. The study also assessed the relations between knowledge and ICT skills and examined the relations between teaching readiness and the implementation of 21st century learning among trainee teachers in Sultan Idris Education University (UPSI). A quantitative approach was employed using a survey method, involving a sample of 351 trainee teachers who had undergone their first teaching practice. The study sample was selected using a proportional stratified random sampling technique. Data collection was done through a questionnaire to assess the teaching readiness of trainee teachers in applying 21st century learning. The study data were analyzed using the Statistical Package for Social Science (SPSS) version 29, involving both descriptive and inferential statistics analysis. Pearson correlation tests were used to examine significant relationships between the variables. The findings of the study revealed that the teaching readiness level was high, and the implementation of 21st century learning was also high, with mean scores of 4.29 (SD = 0.369) and 4.01 (SD = 0.271) respectively. The results also indicated a significant positive relationship between the two sub-constructs and between teaching readiness and implementation of 21st century learning. In summary, the findings of this study demonstrate the significance of implementing 21st century teaching and learning practices and ICT skills in enhancing the efficiency and effectiveness of the educational process at the school level. These practices serve as the foundation for developing more innovative and impactful educational strategies in the future1.

Analisis Minat dan Kreativitas Belajar Siswa dengan Menggunakan Aplikasi Google Classroom di SMKS Kesehatan Darussalam Lhokseumawe

The COVID-19 pandemic required schools to implement learning and training activities online. Google Classroom is one of the online learning platforms developed by Google and widely used during the pandemic. This research aimed to measure the level of creativity and interest of students in online ICT learning at SMKS Kesehatan Darussalam Lhokseumawe. A qualitative descriptive research design was employed, involving 28 students from SMKS Kesehatan Darussalam Lhokseumawe as participants. Research instruments included personal and online questionnaires consisting of 23 statements about interest and 15 questions about students' creativity in learning. The results showed that the majority of students had a high interest in online learning using Google Classroom, as reflected in the indicators of emotional happiness, attention, and interest, which achieved very good and good categories. Additionally, student engagement was also high. Analysis of pre-test and post-test creativity results also indicated an increase in students' creativity after following online learning. Therefore, online learning using Google Classroom has proven effective in increasing students' learning interest and creativity at SMKS Kesehatan Darussalam.

Efektivitas Penggunaan Media Wordwall untuk Meningkatkan Minat Belajar Siswa Kelas VII SMPN 1 Cipicung

The purpose of this study is to increase the effectiveness of woodwall media on the learning interest of SMPN 1 Cipicung students. The method used in this study uses a quantitative approach with pre-experimental designs (non-designs) in the form of intact-group comparison). The instruments used are observation, interviews, and questionnaires. The research data obtained from the data of the results of the questionnaire that was declared valid using the instrument test, namely the validity and reliability test. Data analysis techniques used normality tests, homogeneity tests, and t-tests. The results of data analysis show that ICT learning using wordwall media has been effectively applied to increase the learning interest of grade VII students of SMPN 1 Cipicung. In the delivery of learning materials, it shows the effect of direct involvement between teachers and students so that it can facilitate the teaching and learning process so that the expected goals can be achieved, especially in increasing students' interest in learning.

Retrospective investigation into Nigerian response to COVID-19 education crisis as compared to other developed countries

The educational system has been severely impacted by the abrupt closure of schools in numerous nations during the COVID-19 pandemic in an effort to contain the virus. Nonetheless, there is insufficient information available about Nigeria’s response to the education issue and the factors influencing it in comparison to other countries. In light of this, this study examines Nigeria’s response to the COVID-19 educational crisis in comparison to other countries. The research method used was a systematic literature review. Only 40 of the 753 publications that were first found using internet databases like Web of Science, ERIC, Scopus, and Google Scholar satisfied the requirements for inclusion in the research. It was found that concerns with the availability, awareness, accessibility, and utilization of e-learning facilities posed serious obstacles for Nigeria and other developing nations trying to continue remote learning during the COVID-19 pandemic. The differences in the utilization of e-learning during the pandemic were made worse by the digital divide that exists between low- and high-income, rural and urban populations. In order for remote education to be effective, parents, students, and teachers must get system adaptation training. In light of global disruptions, this research offers fresh empirical insights into the critical elements impacting the use of ICTs for teaching and learning. It was recommended that the school sector receive increased funding in order to provide a technical support team, train parents and teachers, and purchase the required equipment.

ICT in Teaching Foreign Language in a Ukrainian University

Modern technologies play such an essential role in human life that it is impossible to imagine a full-fledged existence without them. Their application is possible in almost any field of economy, improving human’s life and increasing the efficiency of work. Technologies in education give students and teachers access to a much more considerable amount of information and opportunities compared to learning without technology. Today a student can learn a foreign language directly by hearing it not only in a video or audio recording, but also with the help of various applications, communicating with native speakers, learning their culture. Many scholars have been researching the role of ICT in language learning and have proved its effectiveness. The aim of the article is to determine the role of ICT in foreign language learning at Ukrainian Universities. In addition, we conducted a questionnaire of the English language teachers to determine the frequency of ICT usage at lectures. The results of the researched proved the hypothesis, set in the research, that the younger the teachers, the more often and diversely they use modern technologies in the educational process. Using ICT in teaching foreign languages requires not only the will and time of the teacher but also the skills and abilities to use modern technologies and Internet resources. The introduction of ICT in the educational process will have a positive effect on the results of student learning, among which we will highlight student interest in the educational process, modern and practical materials, immersion of students in the language and cultural environment, the opportunity to better study and master the academic material, communicate with native speakers.

Pengembangan Media Pembelajaran Berbasis Video menggunakan Adobe Flash CS6 Peran dan Dampak Komputer TIK Kelas VII SMP Negeri 8 Kabupaten Sorong

The low quality of learning and learning assessment, has not been integrated into a system properly. So that the ideal learning process cannot occur. The purpose of this study is to determine the ICT learning media Adobe Flash Cs6 for class VII students of Smp Negeri 8 Sorong Regency Based on Video that is Valid and Effective to use. This study uses the development method (Research and Development). Data was collected by observation, interviews, literature studies and questionnaires. The subjects of this study were 21 students of Smp Negeri 8 Sorong Regency class VII. Based on the results of the research on the development of video-based learning media using Adobe Flash Cs6, the validation results were obtained from two validators, including material experts, namely an average percentage of 75% and media experts, namely an average percentage of 94% which is included in the "Very Valid" criteria. the level of effectiveness of learning media was obtained from the respondent questionnaire, the results obtained were an average percentage of 86% which was included in the "Very Effective" criteria. The results of this study indicate that the development of video-based learning media Adobe Flash CS6 is valid and effective to use.

Innovation in Education: Teachers and Students Perception of Implementing ICT in Learning in Higher Secondary Schools of Gilgit Baltistan

This paper primarily intends to investigate the perception of ICT integration in teaching and learning in higher secondary schools of Gilgit-Baltistan (GB). A sample of 200 students and 100 teachers were randomly selected from various government, private, and NGO higher secondary schools in GB. A questionnaire was designed through the Likert scale, and distributed among teachers and students. A statistical analysis has been carried out. The average percentage of both teachers and students has been 40.29%, 37.27% strongly agreed, 42.5%, 38.07% agreed, 10.01%, and 13.8% not sure, 5.25%, 9.1% disagreed, and 2.26%, 6.2% strongly disagreed, respectively. The analysis shows that the willingness of teachers and students towards ICT integration has been considerably high in percentage.in contrast, the lowest percentage of teachers and students were not favored by ICT integration in teaching and learning. An attempt has also been made to find out the variances of teachers' subject-based and students in school types applying one-way ANOVA. The perceptions of teachers and students are important that determine the success behavior in higher secondary schools in Gilgit-Baltistan since its inception at the city level, now extending towards the remote areas. Targeted initiatives that tackle these perceptions can serve to greatly improve the learning experience and outcomes for education in the region.

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 influence of PjBL based on 21CLD self-regulation dimension using google sites to creativity and self-regulation

This study was motivated by the low self-regulation of students and the lack of creativity training in the form of ICT in biology learning. This study aims to determine the effect of PjBL based on 21CLD self-regulation dimension using Google Sites on creativity and self-regulation of high school students on excretory system material. The research method used was Quasi Experiment with Post Test Only Non-Equivalent Control Group Design. The research samples were XI D class as the experimental class and XI I as the control class. The instruments used are product assessment sheets, questionnaires, and observation sheets. The research results showed that student creativity in the experimental class on excretory system material obtained an average value of 84.8 and self-regulation of 86.6, with an excellent category. The results of the hypothesis test obtained a significance value of 0.001 on creativity data and 0.002 on self-regulation data (p <0.05). The result of the correlation test obtained a significance value of 0.001 <0.05 with a Pearson Correlation value of 0.539, which indicates the level of relationship is included in the medium category. From this study, it was concluded that PjBL based on 21CLD self-regulation dimension using Google Sites, had an effect on creativity and self-regulation of high school students in the excretory system material. The finding in this study is that the PjBL model based on 21CLD self-regulation dimension is much better for practicing self-regulation compared to creativity.

PENGARUH MEDIA PEMBELAJARAN ICT BERBASIS CLASSROOM DAN QUIZIZ TERHADAP MINAT BELAJAR SISWA PADA MATERI STATISTIKA

This research aims to examine the influence of classroom-based ICT learning media on students' interest in learning in statistics material for class VIII B at MTs SA Tarbiyatus Shibyan Guyangan Krucil Probolinggo. The approach applied in this research is a case study using quantitative methods. Data collection was carried out through observation, interviews, questionnaires, tests, and documentation. The researchers' findings identified that the results of the research that had been carried out showed that in terms of the influence of classroom and quiziz-based ICT learning media on students' interest in learning mathematics taken by research subjects with a total of 20 students in one class VIII B at MTs SA Tarbiyatus Shibyan with results obtained sig < α (0.001 < 0.05) then H0 is rejected, the regression line equation is accepted or the variable is the influence of classroom-based ICT learning media (X1) and quizzes (X2) on interest in learning (Y). And getting Fhit = 10.929 > Ftab = 3.592 then H0 is rejected, the regression line equation is accepted or the variables X1 (Classroom Based ICT Learning Media) and And for the residual data normality test, it is found that sig > α (0.116 > 0.05) then H0 is rejected, there is a difference between the residual data and normal data, D_count= 0.215 <〖 D〗_tabel= 0.29407 (5%) then H0 is accepted , there is no difference between residual data and normal data. So in this research developing ICT-based learning media based on Classroom and Quiz really influences students' interest in learning mathematics.

ИКТ ТЕХНОЛОГИИ ПРИ ОБУЧЕНИИ ЯЗЫКУ В УСЛОВИЯХ ПРОФИЛЬНОГО ОБУЧЕНИЯ

Currently, the education system of the Kyrgyzstan is undergoing a large-scale modernization process related to updating the content, structure and quality of school education, and one of the key areas is the development of specialized education in high school. This publication is devoted to the problem of teaching the Russian language in the context of specialized education. Specialized education, due to changes in the structure, content and organization of the educational process, should more fully take into account the interests, inclinations and abilities of students, create conditions for teaching high school students in accordance with their professional interests and intentions regarding continuing education. The creation of a system of teaching Russian to high school students in general education institutions with the Kyrgyz language of instruction in the context of specialized training based on a competence-based approach required the selection of ICT learning technologies.

Information and Communications Technology Retooling Program: Optimizing Teachers’ Competency

The main purpose of this study is to evaluate the ICT retooling program for teachers and its influence on their competency and performance. A research-made questionnaire was distributed to 260 Junior High School teachers in Bulacan District II, including Baliwag, Bustos, and Plaridel. Additionally, School Principals, Master Teachers, Head Teachers, and Education Program Supervisors in Bulacan were evaluated using a modified research questionnaire. The findings revealed that teachers viewed the ICT Retooling Program positively, noting its encouragement of participation and diverse perspectives rather than a sole focus on technical skills. However, this led to relatively low post-program enthusiasm for educational innovation. Teachers rated themselves competent in ICT, excelling in knowledge creation, deepening, and acquisition dimensions, and demonstrated proficiency in utilizing ICT for teaching and learning, particularly in positive ICT use criteria. The study concluded that a balance between soft skills development (confidence, assertiveness, networking) and technical skills is necessary to foster innovation in education. Continuous professional development in ICT is crucial for translating policy directives into classroom actions and creating inclusive learning environments. Recommendations include conducting a needs assessment to identify areas for improvement in teachers' ICT skills and aligning ICT retooling programs with broader school improvement goals. These recommendations should be integrated into the school improvement plan for increased effectiveness. A long-term sustainability plan, including continuous professional development and technology integration, is essential. Financial aid for graduate degree programs should be provided to sustain teacher competency. Lastly, the Sobel Test is recommended to measure the significance of the teachers' ICT Competency Framework (CFT) and PPST results in the ICT retooling program.