ICT In Learning Research Articles

ICT교육기관의 교육서비스품질이 행동의도에 미치는 영향

This study investigated how educational service quality in the ICT field and learning commitment affect students' behavioral intentions. Prior research and empirical research methods were used to determine the research objectives. A survey was conducted with trainees at the Radio Broadcasting and Communication Education Institute of the Korea Radio Promotion Association, an ICT educational institution. An online survey was conducted from January 2 to 31, 2024, and 149 responses were analyzed among 734 mailers. Statistical analyses were performed using SPSS, version 20.0. Independent variables were verified by educational service quality with tangibles, reliability, responsiveness, assurance, and empathy as subfactors; behavioral intention as the dependent variable; and learning commitment as a parameter. Based on the analysis, the authors hope that the study results will be used as data to provide better educational service quality.

The Influence of Using the Learning Management System Pacak Spensa and ICT Skills on Student’s Learning Motivation

This research aimed to determine the influence of the Spensa Pacak Learning Management System application and the ICT skills of subject teachers on students’ learning motivation. The study was conducted at SMP Negeri 1 Koba, Central Bangka Regency, using questionnaires. The results showed that the use of the Learning Management System application had no significant impact on students’ learning motivation. However, the ICT skills of subject teachers had a significant influence on students’ motivation. The use of the Learning Management System application and subject teachers’ ICT skills simultaneously had a significant influence on students’ motivation. The coefficient of determination for students showed a large influence of the Learning Management System application and subject teachers’ ICT skills, with 82.3% influenced by other factors not mentioned in the research.

Enhancing personalized learning with explainable AI: A chaotic particle swarm optimization based decision support system

In the realm of Educational Technology, personalized learning is pivotal, yet predicting students' learning abilities based on learning styles and ICT remains challenging. We propose a decision support system using Machine Learning (ML), swarm intelligence, and explainable artificial (XAI) techniques to assess students' performance. Our model employs Chaotic Particle Swarm Optimization (C-PSO) with Henon execution, outperforming Genetic Algorithm (GA), Ant Colony Optimization (ACO), Firefly Algorithm (FA), Bee Colony Optimization (BCO), Artificial Fish Swarm Algorithm (AFSA), Mayfly Optimization Algorithm (MFOA), Mother Optimization Algorithm (MOA), Fuzzy Self-Tuning PSO (FST-PSO). Evaluating efficiency, effectiveness, and solution quality reveals C-PSO's superiority. The study identifies the significant impact of ICT on self-progress and employs Spearman Rank correlation for statistical validation. Findings suggest C-PSO as an effective tool for optimizing educational data analysis and decision-making. Further exploration in real-world educational settings and comparative analyses with alternative optimization techniques are recommended for future research.

Information technologies in teaching

With increasing knowledge and technological progress of society; our country requires learning skills that could help it keep pace with the development of science and technology. Educational systems in a community and consequently education will not be able to separate from other social institutions, national and international interactions widely known in the global village. But the fundamental problem is that what strategies should be adopted so that education systems in developing countries do not only follow developed countries but grow and progress base on their own needs in the path of progress. The paper discusses and explains the possibilities of using information technologies in which the students of the Academy of Technical - Art Professional Studies in Belgrade participated. The questionnaire contained four questions: students' opinion on the importance of ICT for learning and acquiring new knowledge; students' possession of ICT equipment; to what extent the Internet is used for teaching and learning purposes and time use of the device.

Profile of ICT Literacy in Science Learning Assisted by Google-Sites for Junior High Students

Education in the era of revolution must utilize the application of ICT in science learning which can refer to 21st- century skills is ICT literacy. The purpose of this study aims to see the effect of Google sites-based science learning on the profile of ICT literacy of junior high school students. The method used is quantitative research by giving post-tests to two different classes that have implemented the learning The two classes consisted of the experiment class and the control class. The sampling technique used was cluster random sampling. The results obtained were then analyzed and discussed descriptively quantitative. The results show that the application of Google sites-based learning can affect the achievement of students' ICT literacy profile by obtaining an average score of high categories in the experiment class and medium category in the control class. Based result of study, there is a significant influence of the use of Google-sited based in science learning on ICT literacy in junior high school students

Effects of Parental Involvement in Education on the Academic Achievement of Students in Ghana

The study investigated the effect of parental involvement in education on students’ academic achievement in the Sekyere South District of Ghana. The study through purposive sampling technique sampled 363 parents. The study used a questionnaire to collect primary data from the parents. Secondary data on students’ academic achievements over two years (2020/2021 and 2021/2022 academic years) were obtained from the Academic Units of the selected schools. Results show that the majority of parents were not communicating vital information to school authorities or teachers from time to time, did not support student ICT learning in the schools, did not help their students with their home learning and failed to discuss their students’ academic performances with teachers. However, the majority of parents attended school programmes, provided learning materials for their students, requested extra classes for their students, and were involved in the selection of textbooks for their students. This study found a strong significant positive correlation between parental involvement in education and students’ academic achievement. All the components of parental involvement in education impacted students’ academic achievement.

Performance management and policy evaluation of information and communication technology graduate program for developing countries

As an educational aid, the Korean government has developed and funded a graduate-level global information telecommunications technology program (ITTP) for ICT officers in developing countries. Questions have arisen about whether the program can achieve its goals and obtain mutual benefits between Korea and participating nations. Using a total quality management (TQM) framework as a unique case analysis, we evaluated ITTP’s resources and performance from 2006 to 2014. Our results show that ITTP has focused on the quantitative promotion of students and alums from various countries and their learning of Korea-centric ICT, policies, and culture. In particular, the Korean government’s lax evaluation of ITTP performance has led to weak responsibility, ambiguous task identity, missed opportunities for self-improvement, and low participation among students and stakeholders. These findings highlight the need for graduate programs and their stakeholders to reinforce internal and external evaluations of the program’s performance and provide feedback for reciprocal development.

Empirical Assessment of ICT Impact on Teaching and Learning in High Schools: A Study in the Context of Balkh, Afghanistan

This study comprehensively explores ICT integration in Balkh’s high schools, covering infrastructure, teaching methodologies, student outcomes, integration challenges, and preparedness. Surveys were administered to 230 participants, including teachers and students. Descriptive statistics revealed a generally positive perception of ICT infrastructure and technology usage but identified areas for improvement. ANOVA results highlighted significant disparities in the impact of multimedia, interactive tools, and technology-assisted learning, providing nuanced insights. Regression analysis unveiled a unique correlation between teachers’ observations of academic performance and ICT integration. Chi-square tests showed a substantive association between students’ perceptions of ICT impact and learning outcomes. Addressing integration challenges, technological barriers emerged as a concern, signaling the need for targeted interventions. Positive indicators in teacher preparedness, access to technological resources, and administrative support emphasized the role of ongoing professional development. These findings offer empirically grounded insights for evidence-based decisions. While acknowledging promising strides in ICT integration, the study advocates for strategic interventions to overcome challenges. It contributes a nuanced understanding of ICT dynamics, guiding informed decision-making for educators, administrators, and policy-makers. The research emphasizes optimizing ICT integration in Balkh’s high schools for effective learning through technology.

A comparative study of language learners’ ICT attitudes and behavior pre- and post-COVID-19

Along with the adoption of hybrid teaching and learning modes, the integration of ICT into language instruction in higher education during the COVID-19 pandemic has afforded teachers and students increased opportunities to engage with technology. This quantitative study uses a self-report questionnaire to examine language learners’ attitudes and behavior tied to the role of ICT in learning before and after the COVID-19 pandemic. Firstly, the study confirms the questionnaire’s validity for assessing ICT attitudes and behavior in the Hungarian educational context. Additionally, the measurement invariance and differential item functioning of the assessment tool pre- and post-COVID-19 show that attitudes and the frequency of ICT use remain consistent at both the construct and item levels. Overall, the results demonstrate significant variations between the two student groups in attitudes and behavior tied to the use of ICT tools in language learning. The findings show that the post-COVID-19 group exhibits higher attitudes, and an increased frequency of technology use is observed compared to the pre-COVID-19 period. Furthermore, the study indicates that attitudes before COVID-19 do not strongly influence habitual technology use for language learning, while the opposite is true for the post-COVID-19 period.

Challenges of Using ICTs in Teaching and Learning of Clothing and Textiles in The Colleges of Education in Ghana

The purpose of the study was to identify the challenges that tutors and student teachers at Colleges of Education encounter in using ICTs in learning and teaching of clothing and textiles. The current study employed concurrent triangulation research design under mixed method approach for the study. The study used QUANT + qual because the researcher seeks to supplement the quantitative data with the qualitative data to get in-depth understanding of the challenges in the integration of ICTs in the teaching and learning of clothing and textiles. The population of the study consisted of two hundred and thirty (230) of level 200 and level 300 student teachers offering clothing and textile and all 8 tutors teaching clothing and textiles in the four selected Colleges of Education in the CENTWEST zone of Ghana. In the qualitative phase, simple random sampling was used to select four (4) student teachers from each of the four colleges whiles purposive sampling was used to select all the teachers teaching clothing and textiles in the four colleges of education in the CENTWEST zone of Ghana. This make a total sample of students’ teachers to be sixteen (16) and the eight teachers for the qualitative phase. Data for the study were gathered using a questionnaire and semi-structured interview instruments. Utilizing descriptive statistics like means and standard deviations, coefficient of variations, and thematic analysis to analyse the quantitative data. The results indicated that there are a few challenges that student teachers and tutors encounter on using ICTs for Learning Clothing and Textiles which include: insufficient number of computers, insufficient internet access, lack of software for teaching clothing and textiles, Absence of CAD to design curves in 2D/3D as well as absence of system for monitoring and evaluating ICTs enhancement in the colleges.

Individual Consideration Practices of Principals on Teachers Integrating Information Communication Technology in Public Secondary Schools in Kenya

Leadership behavior is one of the issues that has received a lot of attention internationally, particularly the personal considerations of a transformative leader. A teacher’s confidence grows under the supervision of a good leader who can handle particular requirements, including a lack of ICT competency and the availability of additional technologies. This study sought to determine the extent to which Principals’ individual considerations practices influence teachers’ adoption of technology in classroom instruction. The present inquiry adopted a mixed method approach built on an explanatory sequential design. Data was collected from 62 principals and 186 teachers using interviews and questionnaires. from public secondary schools in Kakamega county Expert judgment was used to validate the instrument, obtaining a Cronbach coefficient Alpha index of 0.75, while the test-retest method was used to determine the reliability of the research instruments. Quantitative data were analyzed using frequencies, percentages, and Pearson correlations. In contrast, qualitative data were examined by grouping common themes and characterizing participants’ ideas and viewpoints. The findings revealed a significant relationship between principals’ individual consideration and the integration of ICT in teaching and learning (r (108) = 0.584, p<0.001) meaning encouraging the practice of individual consideration would increase use of ICT in Instructions. This paper recommends that principals must prioritize the unique demands of teachers. This will inspire and instill trust in teachers on the utilization of technology.

ICT and Language Learning Interconnections: A Review of the Literature

ICT and Language Learning Interconnections: A Review of the Literature

Teachers' Experience of ICT Training for Professional Development

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

Internalisasi Karakter Gotong Royong Dalam Pembelajaran PKN Di SD

There is a lot of news in the mass media about deviant behavior among students, including acts of bullying, physical violence, discriminating against friends, and so on. At SD FULLDAY DAQU SCHOOL, the school has tried to counteract these things by internalizing the character values of mutual cooperation in the school environment and in learning. This study aims to analyze the application of mutual cooperation character values that are internalized into civics education learning. The research method uses a descriptive qualitative approach. The subjects of this study were headmaster, teachers and students of low class I, II, III. This study uses interviews, observation, and documentation in data collection. The analysis technique uses triangulation of data sources. The results showed that students were trained to give alms and pray for each other which were contained in the daqu method, cooperation, respect, and solidarity. In practice, teachers use ICT, PBL, cooperative, and contextual learning models. The learning methods used are lectures, demonstrations, singing, discussions, and class outings as well as the learning strategies used are contextual, inquiry and expository.

Model Pembelajaran Tutorial Berbantuan Media Komputer terhadap Hasil Belajar TIK Siswa Kelas V di SD Jembatan Budaya Badung

The problem of this research is the low ICT learning outcomes of learners. This study aims to determine the differences in ICT learning outcomes before and after the application of computer-assisted tutorial learning models and the influence of these learning models on ICT learning outcomes. This type of research is quasi-experimental. The population of this study was all grade 5 students, with a sample of 2 classes, namely 5C as the experimental class and 5E as the control class. Data collection using objective tests. Data analysis uses descriptive statistical analysis and inferential statistical analysis. The results showed that (1) in the pretest obtained t-count (1.77) < t-table (2.00) meaning that there was no difference in ICT learning outcomes before the application of the computer-assisted tutorial learning model, (2) in the postest obtained t-count (6.68) > t-table (2.00) meaning that there were differences in ICT learning outcomes after the application of the computer-assisted tutorial learning model, (3) based on the results of N gain score and t-test obtained t-count (2.349) > t-table (2.015) This means that there is a significant influence of computer-assisted tutorial learning models on improving ICT learning outcomes by 71%, including in the high category. It was concluded that this learning model was quite effective in improving ICT learning outcomes of grade 5 students of SD Jembatan Budaya Badung.

NEP 2020 and the Infrastructure for ICT-based Teaching Learning

The globe now is attempting to recover from the devastating effects of the Novel Coronavirus Disease pandemic (COVID-19). The propagation of this rare disease across the world has altered every aspect of existence. It completely changed the paradigm of education, converting traditional classroom settings to virtual ones. One of the foremost important laws of the twenty-first century is the National Education Policy (NEP), which was written in 2019 and endorsed by the Indian Union Cabinet on the 29th of July in 2020. The policy is ground-breaking and comprehensive in every way, with a focus on several elements of education, including the incorporation of ICT. The NEP 2020 places a lot of emphasis on integrating technology because it can be a key element in fostering all-encompassing development. The creation of virtual labs is also given considerable attention in NEP 2020. It is important to note here that a National Educational Technology Forum (NETF) is likewise in the process of being founded. Despite widespread support for using ICT in teaching and learning, there were still some issues with classroom integration. Several crippling problems emerged, among them are inadequate ICT infrastructure, institutional discouragement, slack policies, and—above all—, insufficient technological, pedagogical, and integrative abilities among teachers at all levels. In addition to highlighting NEP 2020's key points and different ICT-related provisions for teaching and learning, this paper also discusses several implementation issues and infrastructural requirements for ICT. Finally, several recommendations are made for the optimum utilization of ICT.

IMPLEMENTASI KURIKULUM MERDEKA BELAJAR PADA MATA PELAJARAN PAI KELAS VII SMPN SATU ATAP-2 TEWANG SANGALANG GARING

This study aims to describe 1) the Implementation of Merdeka Belajar Curriculum (KMB) in PAI Subjects in Class VII of SMPN Satu Atap-2 Tewang Sangalang Garing and 2) the Supporting and inhibiting Factors for the Implementation of KMB in PAI Learning in Class VII of SMPN Satu Atap-2 Tewang Sangalang Garing. The research method used a descriptive qualitatif approach with data collection techniques including interviews, observation, and documentation. The results showed that: 1) Implementation of KMB in PAI Class VII SMPN Satu Atap-2 Tewang Sangalang Garing is carried out with the stages of planning, implementation and evaluation.. The planning stage includes the preparation of instruments related to the analysis of learning outcomes, the formulation of learning objectives, the flow of learning objectives, diagnostic assessments, and teaching modules. PAI teacher also planned a project to strengthen the Pancasila Student Profile by collaborating with other teachers to make adjustments to the project module provided by the Ministry of Education and Culture based on the needs of students, with the theme "Pelajar Berakhlak Mulia". At the implementation stage, the results of the planning instrument are applied in the beginning, core, and final activities of the PAI learning process. In the evaluation stage, the PAI teacher conducted a formative assessment of the effectiveness of KMB implementation in PAI learning; 2) Supporting Factors for the Implementation of KMB in Grade VII PAI Subjects are the motivation and guidance from the Principal who facilitates the teacher to participate in and hold training related to the Implementation of KMB. In addition, learning media such as Merdeka Curriculum textbooks, LCD projectors, Chromebooks, laptops and computers, and internet networks are provided. On the other hand, the inhibiting factors for the implementation of KMB in Grade VII PAI Subjects are that the teacher has not maximized the use of ICT and internet-based learning media

Students Perceptions Regarding the Role of ICT in Learning English: A Case Study

In recent years, as the internet and technology have grown in popularity, the diversity of learning programs has moved and changed to meet new societal expectations. The development of communicative skills, on the other hand, involves social interaction between the teacher and the students; the use of technology has long been considered as a supplement to specific skill areas. The main goal of this study was to look into what are the students perceptions of the impact of ICT in their English language classes. Non-native speakers require English and ICT to participate in today's highly information world. This study was based on 50 undergraduate learners at Shaheed Benazir Button University, Shaheed Benazirabad, where the aim was to shed light on students perceptions about the influence of ICT in English language learning, effectiveness of ICT, impacts of ICT and different uses of ICT in effective language learning. The quantitative results from the questionnaire, which contains 15 closed-ended questions, revealed that technology-based teaching and learning are more effective than traditional classroom teaching and learning. This is because utilizing ICT tools and equipment will create a more engaging effective and active learning environment. Students learn more efficiently with the use of ICT because lesson designs are more engaging and fascinating, according to the survey results, the participants agreed that incorporating ICT can help students learn better.

Bilgi ve İletişim Teknolojileri (BİT) Kapsamında Dijital Hikaye Anlatımı (DHA) Üzerine Araştırma: Sistematik Bir İnceleme (Ocak 2018 - Haziran 2023)

DST (Digital Storytelling) has been used on many variant subjects in recent years. It is promising because DST allows a more democratic and equal education through creating educational settings by communicating diversity. This research aims to systematically examine the educational use of digital storytelling which is one of the ways of integrating ICT in educational research and practice. This study particularly seeks to discover the lasting challenges of ICT integration for the solution to challenges of education as well as to what extent DST can contribute to solving these challenges of ICT for learning and inclusion. The study presents systematic reviews of 63 studies on ICT Education (36 study), Digital Storytelling (27 study). As part of the study WoS and SCOPUS databases were included for search within January 2018- May 2022 based on the defined criterias. In the analysis of the data obtained in the study, analytical themes were used by using both the descriptive analysis and descriptive themes obtained as the result of the inductive analysis. The outcome obtained as a result of the research are categories such as the distribution according to the years, the countries where the research was held, the level of the field of education of the research, the subjects, the sample/study group, the research methods, and the results of the research is given.

FROM CHAOS TO CLARITY: TRANSFORMING LEARNING WITH GRAPHIC ORGANISERS FOR IMPROVED SECONDARY SCHOOL STUDENTS ACADEMIC PERFORMANCE IN ICT

A graphic organiser is one of the teaching methods that can assist learners to organize information, structuring the information and relating the concept to another. Secondary school students perceived computer networks as one of the difficult concepts in computer studies. This study examines the potency of graphic organisers in learning computer networks in the newly implemented ICT curriculum in Nigeria. This study employed a quantitative research approach. The data collected was analysed with ANCOVA with pre-test scores as the Covariate. The results from the study reveal that students in the experimental Journal Plus Education Vol. XXXIV No.2/ NOVEMBER, 2023 p.247-266 248 group performed better than their counterparts in the control group due to the intervention they had. Thus the results show that there is a significant difference in the performance of students taught computer networks using the two methods- graphic organisers and lecture method irrespective of their gender. This study is unique because it relies on the testing of visual and graphical representations of contents in reducing the hitches in the study of computer networks which justifies the adoption of the graphic organisers in learning ICT.