ICT In Teaching-learning Process Research Articles

Issues and Challenges Faced by the Teachers During Integration of Ict in Teaching-learning Process of Darrang District in Assam

In this modern era, it is very important for the students to get opportunities to learn and apply 21st century skills. From many researches, it is found that integration of ICT into scholarly activities improves teaching and learning methods. It encourages and motivates students to participate and enhance learning. The use of ICT in classroom is very important as the world is moving towards the digital era. Therefore the main purpose of the study is to analyze the issues and challenges faced by the teachers in integrating ICT in the classroom. For this study, a quantitative research design with a questionnaire was used to collect the data randomly from 207 schools of Darrang district. But only 100 responses were received. From the data collected, the key challenges were found as limited knowledge of ICT among teachers, limited accessibility, network and electricity, limited technical and pedagogical support, lack of teachers’ training and competency. From the outcome of the study, it is expected that this research provides proper information and recommendation to those responsible for the ICT integration into the school education.

Las TIC en el fomento lector de los adolescentes. Un estudio de caso desde las creencias docentes

Este trabajo, planteado como un estudio de caso desde un enfoque mixto de corte mediacional, tiene como objetivo analizar las creencias del profesorado sobre la integración de las TIC en los procesos de enseñanza-aprendizaje para el fomento de la lectura. El contexto estudiado corresponde con un centro de educación secundaria de la provincia de Cádiz. Se contó con la participación de 14 docentes (N=14) –áreas lingüísticas (n=6) y no lingüísticas (n=8)–. Para comprender la realidad analizada, fue necesaria la combinación de instrumentos cuantitativos (cuestionario de creencias y actitudes de los docentes), y cualitativos (grupos focales). Los resultados recogidos a través de una matriz DAFO, si bien reflejan una actitud proactiva del docente hacia la innovación educativa para el fomento lector del adolescente, evidencian una necesidad formativa para afrontar dicho reto desde una visión de centro educativo.

EVALUATING TEACHERS’ PERCEPTION ON INTEGRATING ICT IN TEACHING-LEARNING PROCESS

Fast development and change in ICT have prompted the dispersion of innovation in teaching instructions. The motivation behind this assessment is to explore teachers’ recognition in incorporating ICT in their educating-learning process. The assessment questions focused to estimating teachers' product use and other instructional devices and materials, inclinations for proficient improvement on data assembling and support, factors that empower instructors' use of innovation, teachers' view of self-adequacy and obstructions that instructors focused upon in the middle of innovation usage in instructing learning process. A populace of 25 instructors at DHA School took part in this overview. The outcome on equipment and programming use demonstrates that lion's share of instructors in the school can't utilize equipment in showing learning process due to primarily deficiency of assets. Teachers who can't utilize ICT as instructional apparatus are 76 percent higher than the individuals who can utilize it. This demonstrates most educators in the school are not incorporating ICT in the course they instruct. In respect of the data and bolster administrations, there is no equivalent help benefit from the specialized help units. DHA School is found as poor by most of the teachers in preparing ICT trainings. The factors that encourage technology are considered highly important to apply ICT in teaching-learning process. Even though, the school teachers have strong positive perception for using ICT in teaching-learning process. Teachers’ perception toward ICT usage to increase quality of curriculum and their eventual productiveness is found as significant. This indicates that the teachers realize the productivity in integrating ICT in their professional approach. However, majority of the teachers pointed out that one of the barriers to technology implementation is lack of teachers’ technical knowledge and shortage of resources. This shows that equipping the school with ICT related apparatus is not enough for attaining educational modification. Hence, the school should critically focus on teachers’ abilities for integrating ICT in whole curriculum to make each subject’s lesson interactive and easily understandable by their students.

ICT INTEGRATED EDUCATION: SHIFTING ROLE OF TEACHERS

Teaching-learning process is in the transition phase due to the rapidly changing global scenario where Information Technology (ICT) is playing a very important role.Presently our class rooms are not simply designed to feed the brains of the students, these are designed and equipped with higher level technology. Like other aspects of life, the teaching- learning environment among the educational institutions also came under the influence of highly digitalized techniques of ICT. It is generally believed that ICTs can empower the teachers as well as the learners to contribute their best in sustainable development of the nations. Its effective use can bring efficiency in teaching-learning process and also make excellent contributions towards the achievement of educational targets. This paper aims to identify the effective roles and uses of ICTs in teaching-learning process and also discusses the challenges and limitations that are imposed by the increasing use of ICTs.

Teachers' perceptions towards ICTs in teaching-learning process: Scale validity and reliability study

The purpose of this study was to develop a scale for measuring teachers' perceptions towards ICTs in teaching-learning process in the classroom. The sample of the study consisted of volunteering Turkish teachers (n = 200). This study developed a new scale for measuring teachers' perceptions towards ICTs in teaching-learning process. In order to test the validity of the scale, the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were carried out in the research. A result of the EFA, the scale consisted of three factors: attitude, usage, and belief with 25 items. It was also seen that there were positive correlations amongst the three factors of the scale. Cronbach's Alpha reliability coefficient value was found as 0.92 and Spearman-Brown split-half correlation value was found as 0.85 in the study. It was seen that reliability coefficient values of the factors of in the scale ranged between 0.88 and 0.72 in the research. Lastly, as a result of the CFA, it was understood that the obtained values (Δχ2 (n = 200)/df = 4.85/3; GFI = 0.96; AGFI = 0.94; RMSEA = 0.026; CFI = 0.97; TLI = 0.98) confirmed the three-factor structure of the scale.

Analyzing the Opportunities and Challenges to use of Information and Communication Technology Tools in Teaching-learning Process

Background/Objectives: The most obvious and important feature of information age is widespread influence of ICT in all fields. The research aims evaluation of ICT use in teaching-learning process. Methods/Statistical Analysis: The method of research is descriptive- surveying. The statistical population of the study was all teachers of Isfahan elementary schools. The sample size was determined 350 persons according to Kokeran formula that selected through cluster sampling method. The research tools is researcher made questioner in use of ICT in teaching-learning process which has been used after confirming its reliability and validity. Data analysis has been done with using Spss19 software. Findings: The results showed that the use and the application level of ICT in teaching-learning process has a meaningful relationship with ICT equipment in schools, their Literacy and information skills (their e-readiness) and the teachers attitude to use ICT in teaching-learning process. Challenges of ICT tools have been specified in 5 levels such as organizational (Lack of motivational stimulus of organization, difficulty and complexity of working, Teachers lack of cooperation with each other with ICT) management (Lack of managers' supervision on the implementation the plan of ICT, Lack of relevance and appropriateness of lesson content, managing and controlling class when using ICT) equipment-financial (Busy work responsibilities when using ICT, Lack of computer and internet equipment, Lack of enough motivation of teachers in ICT application) Educational (Low Experience and skill of teachers, lack of practical in-service courses, Lack of sufficient time for teaching with, ICT), Attitudinal (Distrust and anxiety of teachers in the use of ICT, teachers concern of replacing ICT with them, Negative attitudes of those involved in the Internet due to ethical issues). Applications/Improvements: The teachers should have more cooperation and engagement to transfer the information and experiences to each other in the field of working with ICT tools.

A Study on the Use of Facebook in Informal Learning Contexts

The main objective of this paper is to examine the results of an observational study on the use of Facebook by adolescents in an informal context. The authors describe the preliminary results of the research and analyze the significant variables that contribute to improve the current, important debate about the social network as a source of information and knowledge in the matching of learning in informal and formal contexts. The above analysis is the premise for the illustration of the potential and advantages that could follow from the use of social networking in everyday teaching. The core problem of the renewal of teaching today is in fact the centre of the debate on an integrated use of ICT in teaching-learning process as re-structuring factor of the action learning systems in formal settings with respect to the cognitive, affective, socio-relational and psycho-motor taxonomic components and implications.

Contribuciones y controversias que genera el uso de las TIC en la Educación Superior : un estudio de caso

The integration of ICT in teaching-learning process involves a substantial challenge that must be assumed by both teachers and students in the context of the knowledge society and to the exigencies of adaptation to the European Higher Education. The main objective of this study is to investigate the benefits, problems and feelings that produces the use of ICT to students. Its approach is qualitative and is included in the biographical-narrative perspective, from the study of 37 diaries of a 2nd year group of the Teaching degree at the University of Vigo. The results and conclusions should be noted that the studied group, through reflection and analysis made in their diaries about the learning process and the work that deals with ICT, is aware of the many contributions of these tools discovering, in addition, the main obstacles. Participants assume main contribution of ICT to acquire new skills. Consider relevant the acquisition of functional and communicative skills that facilitates the work with ICT. These tools are applicable in different contexts and with diverse activities. Also appreciate that new resources rise a playful atmosphere in the learning process, promote their motivation and boost their ability to overcome. Some participants perceived that the use of these resources can improve their level of creativity. The difficulties encountered with the use of ICT they associate them to the problems experienced during the learning process and to poor operation of computer equipment. Reveal, more generally, a satisfactory impression on the use of ICT and, eventually, experiment some unpleasant sensation that when they manage successfully complete their activities becomes rewarding.