ICT Literacy Research Articles

Framework TPACK using Quick Response (QR) code to promote ICT literacy students in learning physics

Teachers are an important instrument in finding a new role that is more contextual and relevant to 21st century learning concepts offered a demanding professionalism of teachers in integrating technology, pedagogy and content knowledge (TPACK) in learning. This research aims to design a learning device in accordance with the framework using technology TPACK Quick Response (QR) Code to promote ICT literacy skills of students. The subjects were 95 students menangah school (high school) class X at SMAN 6 Yogyakarta. These results indicate that the instrument developed ICT literacy test had a reliability 0.84. Criteria for each item has a value of 0.98 with the criteria infit meansquare grains fit with the model of Rasch (meansquare infit ≤ 0.77 ≤ 1.33) with both criteria. Cohen’s interpretation of the value of f at 0:33 in the category of large effect size. TPACK Framework Using Quick Response (QR) Code that was developed has a positive effect with the high category in enhancing ICT literacy of students.

Application of Teaching and Quiz Material Media Towards ICT Literacy and Student Learning Results

The objectives of this research aims to identifying the impact of online learning and quiz that actually drive better results for ICT Literacyfor physics and student exam results. We are doing this observation with 40 students at SMK Ar-Rahman Watusalam with the sampling group method. We are using questionnaire to evalute the authentic situation of ICT Literacy and the exam results of students before we are using online learning and quiz. The that online learning and quiz make better results for ICT Literacy and student exam results, because the condition of students' physics test scores after the application of online interactive quizzes which reached KKM (Minimum completeness criteria), which reached 75 students out of 40 with a percentage of 65% of students.

Status of Principals’ ICT Usage in Secondary School Administration in Rivers State

This study examined the status of principals’ ICT usage in secondary school administration in Rivers State. The study adopted a descriptive research design. The population of the study was 276 Principals from the 276 Senior Secondary Schools in Rivers State. A sample size of 138 was drawn using simple random sampling techniques. This represented 50% of the total population. Five research questions and five hypotheses guided the study. A self-designed questionnaire tagged “Principals’ Information and Communication Technology Usage Questionnaire (PICTUQ)”, which was a modified 2 points rating scale of YES =2 points and NO= 1 point. The data were analyzed using Mean and Standard Deviation. The criterion mean of 1.50 was used as benchmark for taking decision of each of the items of the research questions. Any score up to 1.50 and above was accepted; while score below 1.50 was rejected as not having desired impact. The z-test was used to test the hypotheses. The findings of the study revealed that both the rural and urban principals upheld the fact that there is no computer laboratory, computers, scanners, projector and power generating plants in public secondary schools in Rivers State. The study recommended that: ICT facilities should be installed in all secondary schools in Rivers State; adequate number of experts should be employed to train principals and students in ICT; adequate funds should be provided to manage the process for adequate educational quality service delivery in schools; government should set committee to install and monitor ICT facilities and its usage in public schools in Rivers State.
 Key Words: ICT, Administration, ICT access, ICT application, ICT literacy, Principals’ performance.

ICT Engagement: a new construct and its assessment in PISA 2015

As a relevant cognitive-motivational aspect of ICT literacy, a new construct ICT Engagement is theoretically based on self-determination theory and involves the factors ICT interest, Perceived ICT competence, Perceived autonomy related to ICT use, and ICT as a topic in social interaction. In this manuscript, we present different sources of validity supporting the construct interpretation of test scores in the ICT Engagement scale, which was used in PISA 2015. Specifically, we investigated the internal structure by dimensional analyses and investigated the relation of ICT Engagement aspects to other variables. The analyses are based on public data from PISA 2015 main study from Switzerland (n = 5860) and Germany (n = 6504). First, we could confirm the four-dimensional structure of ICT Engagement for the Swiss sample using a structural equation modelling approach. Second, ICT Engagement scales explained the highest amount of variance in ICT Use for Entertainment, followed by Practical use. Third, we found significantly lower values for girls in all ICT Engagement scales except ICT Interest. Fourth, we found a small negative correlation between the scores in the subscale “ICT as a topic in social interaction” and reading performance in PISA 2015. We could replicate most results for the German sample. Overall, the obtained results support the construct interpretation of the four ICT Engagement subscales.

Ghanaian Educational Institutions' Capacity for, and Approach to, ICT Pedagogical Integration

The paper reports some of the findings of Ghana's participation in the Pan African Research Agenda on the Pedagogical Integration of ICT. The study examines Ghanaian educational institutions' capacity for, and approach to, ICT pedagogical integration. A Junior High School, three Senior High schools and a Teacher Education University are sampled by a University of Education Winneba (UEW) based research team according to given guidelines. The study combines document analysis and survey techniques with the use of structured questionnaire, class observation checklists and interview schedules to collect qualitative and quantitative data which have been uploaded onto an open online observatory at www.observatoiretic.org. The results indicate that some attempts had been made by the Ministry of Education to formalize the teaching of ICT literacy and encourage its integration into the teaching and learning process. Nonetheless, very little integration is observed in teaching and learning in schools. This is found to be due in part to inefficiencies in the design of the curriculum and partly to the inadequate ICT resources (both material and human) available. It is recommended that the Ministry of Education should review the curricula at various levels to ensure ICT pedagogical integration in their implementation and make available sufficient resources for ongoing training and support for teachers to model the new pedagogies and tools for learning.
 Keywords: ICT literacy, ICT pedagogical integration, Inhibiting factors.

Antecedents of use of e-health services in Central Eastern Europe: a qualitative comparative analysis

BackgroundThe objective of this paper is to identify the key conditions that positively affect the use of e-health services in Central Eastern Europe (CEE) countries. CEE countries after the political and economic transformation in 1989/90 implemented slightly different national health care models. The research question of the study is: how do the various institutional conditions at the national level affect the use of e-health services in CEE countries?MethodsThe e-health description was derived from papers indexed in Web of Science and Scopus. The data for computation were collected from the 2015 global survey by the WHO Global Observatory for eHealth. We used a narrative literature review in order to identify key terms associated to e-health and conditions for the implementation of e-health services. The search terms were “e-health” and “*” where * was particular thematic section of e-health according to WHO GOeH. The inclusion criterion was relevance of the paper to e-health and searched phase. Eligibility criteria for countries for being described as CEE countries: Estonia, Lithuania, Latvia, Poland, Hungary, Romania, Bulgaria, Czech Republic, Slovenia, and Croatia (we omitted Slovakia from the analysis because this country was not covered by the WHO Survey). We applied qualitative comparative analysis (QCA) to analyse the necessary order of conditions. The dependent variable of the study is the national rate of use of e-health services.ResultsQCA shows that legal medical jurisdiction, teleprogramme and electronic health records supplemented by adequate training constitute critical conditions to achieve success in e-health implementation.ConclusionsWe conclude that the more formalised a framework for e-health service delivery is, the more likely it will be used. Therefore formalisation fosters the diffusion, dissemination and implementation of e-health solutions in this area. Formalisation must be accompanied by tailored training for health care professionals and patients. Our analyses are related only to the paths of e-health implementation in CEE countries thus consequently the findings and conclusions cannot be directly applied to other countries. The limitations of this study are related the absence of a broader context of e-health development, including the development of ICT infrastructure and ICT literacy.

ICT policy implementation in higher education institutions in Namibia: A survey of students’ perceptions

The purpose of this paper is to analyse the factors that affect the perception of the implementation of the ICT policy in education in the empirical context of higher education in Namibia from a students’ perspective. The paper explains the current situation regarding ICT policy in higher education in Namibia. There are no studies that could be found to have measured these factors in a developing country in Africa. A quantitative approach was followed in this study. Data were collected using a structured questionnaire and were analysed by means of descriptive statistics, exploratory factor analysis and multiple linear regression analysis. The perception of the implementation of the ICT policy in higher education in Namibia is affected mostly by lack of ICT literacy and limited access to learning and training content. Some of the challenges from past studies were also reconfirmed in this study, though they were investigated in a different context. This study also identified new challenges that affect the perception of the implementation of ICT policy in higher education, specifically from a developing country context. The findings in this study should be confirmed by further research to help developing economies evaluate their ICT policies in education and their outcomes.

Development of Model Blended Learning in Cooperative Learning for Technology and Engineering Skills in Vocational Education

Increasing the interest and willingness of students to learn a material was determined from the behavior of students in used information communication technology. The learning model developed was a cooperative learning model based on Blended Learnng. Utilization of information technology, by not leaving the pattern of direct guidance from instructors and the used of learning resources to improve literacy mastery of abilities in technology and engineering became important. The Research and Development (R&D) procedure used Blended learning cooperative learning model design in the form of online and face-to-face learning for ICT literacy subjects and learning media in the experimental and control classes. Blended Learning based cooperative learning models were carried out with scenarios namely offering participation in the experimental class, forming learning groups, and learning activities (lecturers, group tutor teams, students, evaluations). The purpose of this research is to get the quality of learning activities. In stage I, students were offered to take the experimental class and the Control class. The study was conducted by 16 students be taken for experimental classes and 21 be taken for control classes. Based on the results of the study showed that the level of mastery of literacy of ICT and media (n-gain) learning in the experimental class was higher than the control class.

Development of Model Blended Learning in Cooperative Learning for Technology and Engineering Skills in Vocational Education

Increasing the interest and willingness of students to learn a material was determined from the behavior of students in used information communication technology. The learning model developed was a cooperative learning model based on Blended Learning. Utilization of information technology, by not leaving the pattern of direct guidance from instructors and the used of learning resources to improve literacy mastery of abilities in technology and engineering became important. The Research and Development (R&D) procedure used Blended learning cooperative learning model design in the form of online and face-to-face learning for ICT literacy subjects and learning media in the experimental and control classes. Blended Learning based cooperative learning models were carried out with scenarios namely offering participation in the experimental class, forming learning groups, and learning activities (lecturers, group tutor teams, students, evaluations).The purpose of this research is to get the quality of learning activities. In stage I, students were offered to take the experimental class and the Control class. The study was conducted by 16 students be taken for experimental classes and 21 be taken for control classes. Based on the results of the study showed that the level of mastery of literacy of ICT and media (n-gain) learning in the experimental class was higher than the control class.

Penguatan Literasi Digital melalui Model Pengembangan Kurikulum SMA Islam Berbasis Media Digital di Era 4.0

This paper aims to describe the strengthening of digital literacy through the development of digital media based Islamic high school curriculum in facing the challenges in 4.0 era. The method used in this study uses a qualitative descriptive approach with data collection techniques through direct observation and interviews. Based on the results of first observations at SMA Muhammadiyah 1 Park, the condition of the school has the potential that has not been maximized, namely the use of digital media in learning. Strengthening digital literacy is done through a model of curriculum development based on digital media in designing objectives, materials, strategies and evaluating learning. The digital literacy component that is the focus of research includes skills in information literacy and media literacy; digital scholarship skills, media literacy, learning skills, ICT literacy through guided assignments using digital media; and communication and collaboration skills through the active participation of students by using their digital media to collaborate and communicate in learning. This research is expected to make a positive contribution in the model of curriculum development in Islamic high schools that is in line with the times, through strengthening digital literacy to face challenges in 4.0 era.

IMPLEMENTASI PROGRAM LITERASI SAINS BERBASIS ICT DI SD NEGERI 07 KOTA BENGKULU

The level of literacy in Indonesian is very low. Science literacy becomes very important for students to have as provisions to face the challenges of 21st-century development, including learning, innovating, critical thinking, problem-solving, creative, communication, and collaboration. Information, media, and technology literacy are becoming very important. The purpose of this activity can improve (1) teacher understanding of ICT media for literacy learning,(2) students' knowledge about animal conservation using ICT-based literacy media, and (3) student responses about ICT-based literacy media. The target audiences are (1) teacher, and (2) grade IV A and B students from State Elementary School Number 07 in Bengkulu City. The activity was carried out on the thematic learning theme 3 Caring for Living Things, Subtheme 2 Diversity of Living Things in My Environment using the ICT Based Project Based Learning model. The methods used: presentations, Focus Group Discussion, simulations and demonstrations, and classroom learning practices. The instruments used a teacher questionnaire, student responses, and essay questions. The conclusions obtained: (1) the percentage for teacher understanding of ICT literacy is still low, about 54.55%, (2) students with good categories about animal life knowledge by 93.1%, and (3) student interest on ICT learning increase about 84.62%. Suggestions given to support the successful implementation for the literacy program in elementary schools, are: (1) teachers should be able to use ICT-based learning media both on- line and off-line; (2) teachers design an assessment of students' high-level thinking knowledge.

The use of socio-critical and problem-oriented approach integrated with green chemistry to develop participant’s 21st century skills in hydrocarbon and petroleum learning

The aim of this research was the use of Socio-critical and Problem-oriented approach integrated with green chemistry to develop participant’s 21st century skills in hydrocarbon and petroleum learning. This approach connects concepts to social issues in participants’ lives. This research was conducted in grade X from 78 high schools in Jakarta, Indonesia. Qualitative research was employed using the data collection techniques of observation, interview, reflective journal, and a 21st century skills questionnaire developed by Triling and Fadel, (2009). The results show that a socio-critical and problem-oriented approach helped developed several 21st century skills in participants. The most dominant skills appear to be in communication and collaboration, information literacy, ICT literacy, and social and culture interaction. Finally, a socio-critical and problem-oriented approach, integrated with green chemistry, could motivate participants to become more actively involved in solving environmental problems.

The application of physics e-handout assisted by PBL model use Edmodo to improve critical thinking skills and ICT literacy of high school students

This study aims to improve students’ critical thinking skills and ICT literacy physics using e-handouts assisted by the PBL model using Edmodo material on the Law of Conservation of Momentum and Collision. This type of research is pre-experimental design with one group pretest-posttest design. This study students who participated were class X MIA 1 and X MIA 3 SMA Negeri 1 Sleman with the same treatment. The sample consisted of two classes, each class totaling 30 students. The sample taken is a cluster random sampling technique. Retrieval of data from the results of the pretest and posttest for critical thinking skills, while observation to determine the ICT literacy of students in both classes. The result is that through e-handout assisted by PBL models using Edmodo students can improve critical thinking skills. The application of e-handout assisted by the PBL model using Edmodo to the ICT literacy of students is good enough.

Психолого-педагогические условия формирования лексических навыков речи школьников на основе обучающих компьютерных игр

On the basis of a multifaceted analysis of the concept of “conditions”, the concept of “pedagogical conditions” is defined and its analysis is carried out. The main characteristic features of the concept of “pedagogical conditions” are identified. Various groups of conditions are consi-dered, with the help of which the effective functioning of the pedagogical system occurs. The fea-tures of psychological and pedagogical conditions are revealed. The analysis of the concept of “sensitivity” and the main period of its duration are presented. The analysis of this age period was carried out and its potential in teaching is revealed. The main types of activities at school age (playing, cognitive, educational) are considered. Further, psychological and pedagogical condi-tions are proposed, aimed at the development of lexical speech skills on the basis of educational computer games. The first proposed psychological and pedagogical condition for the development of lexical speech skills on the basis of educational computer games is the motivation of students to develop lexical speech skills on the basis of educational computer games. The analysis of the concepts of “motivation” and “motive” is presented. Various types of systematization of motivation (external, internal), by the type of motivator (positive, negative), depending on its stability (stable, unstable) are considered. A number of strategies are also given to increase the motivation of students. The second psychological and pedagogical condition for the development of lexical speech skills on the basis of educational computer games is the development of ICT competence among students. We consider such concepts as digital competence, ICT literacy. The last psychological and pedagogical condition for the development of lexical speech skills based on educational computer games is the development of the teacher’s ICT competence.

Educational Outcomes of an e-Learning Based ICT Literacy Intervention for High School Students

Educational Outcomes of an e-Learning Based ICT Literacy Intervention for High School Students

Joyful Learning In Fiqh Lesson Using Vlog : A Case Study at 26 Muhammadiyah Kalitengah Islamic Junior High School Lamongan

The process of learning in the 21 st century is oriented towards innovative and creative activity. One of it is the integration of ICT literacy in learning. Fiqh learning mostly taught conventionally so that it is uninteresting. Therefore, this research would like to focus on the joyful learning method. The phenomenon was that the teacher conducted the learning using ICT literacy and made the environment fun. The focus of this study is how the implementation of joyful learning in Fiqh lesson based on vlog was and how was the students’ response. The data was collected through observation, and interview. The result was 1) the implementation of vlog was started with introduction, core content, and conclusion. This made the environment fun; 2) students’ responses were taken from 6 indicators which were: fun, interesting, interactive, self-confidence, more interactive, new knowledge, and content understanding. 55% of the students answered, 49% of the students strongly agreed, 38% of the students agreed, and 13% of the students disagreed.

- DEVELOPMENT OF MODEL BLENDED LEARNING IN COOPERATIVE LEARNING FOR TECHNOLOGY AND ENGINEERING SKILLS IN VOCATIONAL EDUCATION

Increasing the interest and willingness of students to learn a material was determined from the behavior of students in used information communication technology. The learning model developed was a cooperative learning model based on Blended Learnng. Utilization of information technology, by not leaving the pattern of direct guidance from instructors and the used of learning resources to improve literacy mastery of abilities in technology and engineering became important. The Research and Development (R&D) procedure used Blended learning cooperative learning model design in the form of online and face-to-face learning for ICT literacy subjects and learning media in the experimental and control classes. Blended Learning based cooperative learning models were carried out with scenarios namely offering participation in the experimental class, forming learning groups, and learning activities (lecturers, group tutor teams, students, evaluations). The purpose of this research is to get the quality of learning activities. In stage I, students were offered to take the experimental class and the Control class. The study was conducted by 16 students be taken for experimental classes and 21 be taken for control classes. Based on the results of the study showed that the level of mastery of literacy of ICT and media (n-gain) learning in the experimental class was higher than the control class.

The impact of international computer driving license training on the use of information and communication technologies in the classrooms by teachers in the zambezi Region

The Namibian Government, through Ministry of Basic Education, Arts and Culture chose International Computer Driving License (ICDL) literacy training as a pathway for equipping teachers with basic ICT literacy skills. The purpose of this study was to investigate the impact of ICDL literacy training on Zambezi Region teachers and their use of ICTs in their classroom practices. An explanatory sequential mixed methods design was used for this study and targeted teachers who received ICDL training between 2007 and 2011. Purposive sampling was used to select a sample of 198 teachers for the quantitative phase and eight for the qualitative phase. One hundred and twenty questionnaires were returned with ninety-six completed and twenty-four blank. An adapted Becker survey and structured interviews were used to collect data. The results revealed that fifty percent of participants did not acquire the minimum requirements of four modules to be eligible for the ICDL certification. Although ICDL training empowered participants with confidence to use PowerPoint, Word processing, Excel and internet skills, it failed to translate into teacher’s ability to determine the relative advantage of appropriate technology to use in the classroom for effective integration practice.

Mengembangkan Kecakapan Abad 21 Mahasiswa Melalui Model Pembelajaran Inkuiri

According to the World Economic Forum report, the gap between the skills learned and the skills needed is widening. This has happened since the traditional learning styles have proven to fail to equip graduates with the skills they need to succeed in the world of work. Workers in the latest era need to have the skills to collaborate, communicate and solve problems (21st century skills). To meet the demands of 21st century skills there must be an important step of change, namely changing traditional teacher-centered learning patterns into student-centered learning patterns. One innovation learning model that is considered to be in line with the shift in learning paradigm is inquiry based learning. Inquiry-based learning is the one involving students in finding important and meaningful solution through investigation and collaboration with others. Inquiry learning follows the following steps: (1)Planning, (2) retrieving, (3) processing, (4) creating, (5) sharing, and (6) evaluating. With these general principles, Inquiry-Based Learning guides the actions of 21st Century learners.Furthermore, through the inquiry process, students develop the Skill Set of 21st Century Learners skills, namely: 1) Learning and innovation consisting of critical thinking and problem solving, communication and collaboration of creativity and innovation; 2) Digital Literacy Skill consisting of information Literacy, Media Literacy and ICT Literacy; 3) Career and life skills consisting of flexibility and adaptability, self-initiative and direction, social and cross-cultural interaction, productivity and accountability, leadership and accountability

E-portfolio assessment model on collaborative problem solving (CPS) learning based on digital learning environment

The 21st Century Skill is the knowledge and skills needed to deal with the problems of the 21st century. This study uses the concept of 21st century skills published by The University of Melbourne in the KSAVE framework (Knowledge, Skills, Attitudes, Values, Ethics). The KSAVE framework illustrates that collaborative problem-solving (CPS) lessons, and learning through a digital network are the glue of 21st century skills. Learning CPS is a glue for the achievement of critical thinking skills, problem solving, decision-making and collaboration. While learning through a digital network is a combination of information literacy skills, ICT literacy, personal responsibility, and social responsibility. This study aims to create an e-Portfolio assessment model on CPS learning based on learning through a digital network in the form of Moodle learning management system (LMS). The development of the “e-Portfolio Assessment Model” uses the correlation method between the learning outcome that is to be achieved in CPS learning. Learning outcomes include knowledge, collaboration performance, and skills. The results of the implementation show that the e-Portfolio can provide a report on the CPS learning process properly.