Implementation Of ICT In Schools Research Articles

Por uma didática mídia-educativa

O artigo apresenta subsídios para se pensar caminhos em direção a uma didática mídiaeducativa usando como metodologia a revisão bibliográfica motivada pelos resultados de uma pesquisa extensa realizada nas escolas municipais do Rio de Janeiro. A partir da constatação – ancorada pelos dados da pesquisa – de que as escolas ainda não incorporaram em suas práticas as principais diretrizes postas hoje pelo campo da Mídia-educação, aborda a importância do letramento midiático para a formação de cidadãos que possam se relacionar de forma crítica e criativa com as mídias e relata as barreiras elencadas por pesquisadores para a implementação das TIC nas escolas. Por fim, o artigo aponta um caminho a partir da construção de políticas públicas mídia-educativas com diretrizes claras e mecanismos que garantam sua implementação na didática em sala de aula, incorporando fundamentalmente: 1 - infraestrutura; 2 - formação continuada de professores; 3 - incentivos para que os professores implementem a política, com autonomia para criarem práticas pedagógicas
 diversas, liberdade para a invenção e espaço para o erro.

Integrating Online Learning in Schools: Issues and Ways Forward for Developing Countries

Aim/Purpose: ICT integration into classroom pedagogical practices is considered an essential aspect of learning processes in developed countries but there are issues in developing countries regarding funding, infrastructure, access, and teacher skills and professional learning. This article presents some aspects of the findings of a study in one remote region within a developing country after the implementation of a widescale ICT initiative. This study investigates issues for implementing ICT in schools in relation to teacher and school leader attitudes, access and ICT use, and improvements needed in Papua which is one of the most remote regions of Indonesia. The paper frames these issues within the context of successful online learning initiatives in developing countries and foreign aid implementation literature, with these aspects being under-researched, especially in significantly remote developing country locations. Background: Developing countries like Indonesia have progressively introduced online learning into school management and classrooms within government planning frameworks and with initial support from foreign aid providers. While there is research available regarding ICT implementation in more urbanized contexts within developing countries, there is a gap in terms of large-scale research which is focused on more remote regions and is supported by foreign aid. Methodology: Mixed methods including surveys and interviews were used to investigate research questions concerning teachers’ and principals’ attitudes, ICT access and use, and perceptions about improvements needed. SPSS software was used for surveys and descriptive analysis, and interviews were analysed through manual coding processes. Contribution: ICT access and e-learning in schools are increasingly becoming relevant in developing country contexts, and this research paper is a preliminary large-scale study that makes a contribution through highlighting issues experienced in more remote locations. This includes specific internet and power issues and transport inaccessibility problems, which highlight the need for locally-based and ongoing coaching of teachers within schools and regions. The paper also draws on the literature about online learning in developing countries and foreign aid towards some possible success directions in isolated contexts, an under-researched area. The importance of education systems establishing ICT skills levels for students integrated across subjects, for well-coordinated planning involving partnerships with hardware and internet providers, as well as the need for school leaders being trained in establishing teacher peer support groups for ongoing coaching, are learnings for Papua and other remote locations from the comparative developing countries literature Findings: The findings highlight teachers’ and school leaders’ positive attitudes to ICT in education, although the results indicate that ICT was frequently applied for administrative purposes rather than for teaching and learning. Principals and teachers highlighted some improvements that were needed including systematic training in computer skills and professional learning about the integration of ICT with teaching and learning, especially in relation to pedagogical practices, as well as the need for improved infrastructure and equipment. Recommendations for Practitioners: The study highlights issues and potential success factors as evident in remote regions of developing countries that have achieved recognition for widescale ICT implementation in schools. This includes issues in relation to policy makers and education authorities working with foreign aid funders. Of significant importance is the need for coordinated and collaborative strategic planning including in relation to sustained professional learning towards student-oriented ICT pedagogies and skilling principals to establish a positive culture and teacher peer coaching. Particularly relevant to developing countries in remote locations is the importance of additionally addressing specific infrastructure and maintenance issues. Recommendation for Researchers: Regarding ICT and its use for student learning, more research is needed in developing countries and, in particular, in more remote locations where specific issues, differing from those encountered in capital cities, may be evident for teachers and principals. Impact on Society: Teachers and principals in remote locations of Indonesia such as Papua have generally positive attitudes about the benefits of online learning but need greater ICT access for students in the classroom and also professional development regarding pedagogical practices to support students in learning effectively through online processes. Future Research: Updated and more detailed comparative research with other developing countries, especially those with remote locations, would be beneficial to more comprehensively identify Papua’s current stage of development and to design appropriate future interventions.

Building the role of ICT coordinators in primary schools: A typology based on task prioritisation

AbstractAlthough the school ICT coordinator’s role has been institutionally defined by the Andalusian Education Administration (Spain), individual factors may be key in the emerging role‐building process. Multidimensional scaling (MDS) of the priority given by coordinators to their different functions and a subsequent cluster analysis of the MDS solution were used to identify role orientations among ICT coordinators in primary schools of Andalucía (Spain). Three orientation clusters were identified: “support of ICT use in the classroom” (67.1%), “promote ICT use in the classroom” (17.8%) and “planning and maintenance of ICT equipment in the school” (15.1%). The interest in separating technical and pedagogical duties into two profiles and the perceived organisational support from the Teachers Centres (TCs) differed in the three role orientation types. Finally, strategies are suggested to reduce role ambiguity and role conflict in ICT coordinators. A clearer definition of the role would improve their leadership in ICT implementation in schools.

How does principal e‐leadership affect ICT transformation across different school stages in K‐12 education: Perspectives from teachers in Shanghai

AbstractWith the continuous deployment of ICT in K‐12 education, strong access but weak uptake has become the greatest challenge for ICT implementation in schools. As the pioneer of China’s K‐12 educational reform, Shanghai draws our attention in terms of the critical factors and the underlying mechanism of ICT transformation in K‐12 schools. The study used questionnaire survey data collected from 2894 Shanghai teachers (971 primary, 990 middle and 933 high school teachers) to investigate the relationships between government ICT policy, school principal e‐leadership, ICT implementation in schools, teacher attitudes towards ICT and pedagogical change and changes in student learning. The structural equation modelling results revealed a significant influence of e‐leadership by school principals on ICT transformation in schools, confirming the critical role of e‐leadership in ICT transformation model. In addition, the higher the school stage, the more personal rather than organisational factors affected the changes in teaching and learning. The findings imply a profound sociocultural and technological dilemma due to the pressure of getting into college and risk‐taking in ICT‐related educational transformation. The study contributes to our knowledge in terms of a more nuanced ICT transformation mechanism between school stages.

Green ICT and Environmental Sustainability: Awareness of Malaysian Teachers

Green ICT that has been outlined by the Ministry of Energy, Green Technology and Water (KeTTHA) is seen to be important to balance the implementation of ICT in schools where elements of environmental preservation from inefficiency use of technology can be applied from teachers to students at the early stage. This study examined teachers’ awareness of Green ICT and environmental sustainability in the aspect of teachers’ knowledge, attitude and practices as proposed by the KAP Model. The sample comprised of 358 secondary school teachers. Descriptive statistics, independent sample T-Test, One-Way ANOVA and multiple regression were used to analyze the data. Result revealed that a most of the teacher lack of knowledge on Green ICT, but teachers’ attitudes and teachers’ practices found to be high. The important of knowledge gaps related to, and factors influencing the sustainability of attitudes and practices on Green ICT were identified and discussed.

A multi-attribute modelling approach to evaluate the efficient implementation of ICT in schools

Comprehensive implementation of Information and Communication Technologies in schools is a key factor in empowering students in the European Union (EU) for their future roles. The framework, DigCompOrg, was proposed in 2015 under the direction of the European Commission to encourage self-assessment within EU schools and to update the level of digitalization. This article presents a computer-supported model based on this framework and a multi-attribute decision-making methodology named, DEX. The model was built by a group of experts and tested on selected schools in Slovenia. The main advantages of the model are: the use of qualitative value scales for attributes which do not have exact values; the use of a hierarchical structure for attributes; a transparent presentation of the interconnectedness of these attributes; and the use of simple if–then aggregation rules to allow the use of non-fixed weights. An application of our model to a selected school demonstrates the potential for knowledge modelling to facilitate upgrades of existing assessment tools and to provide a better understanding and analysis of assessment results.

ICT Coordinators’ TPACK-based Leadership Knowledge in their Roles as Agents of Change

Aim/Purpose: The aim of the study is to examine what ICT coordinators perceive as the main elements of knowledge needed to implement ICT successfully into school culture. Background: For the past few years, Israel’s Ministry of Education has been running a national program of adapting the education system to the 21st century skills. Key teachers have been appointed as ICT coordinators. Their role was to implement technology in schools. Methodology: The participants in this study were 130 ICT coordinators in Israeli Hebrew and Arabic schools. Those ICT coordinators had to attend a special in-service 60-hour course throughout an entire school year. The research tool was the reflection of the ICT coordinators who were asked to complete at the end of the in-service course. Narrative analysis was chosen as the main approach to data analysis. Contribution: We claim that ICT coordinators maintain a complex perception of their role, based on broad personal and professional knowledge that enables them to lead the needed changes. Findings: Based on the findings the coordinators revealed primary successful elements of their work: (a) technological aspects, (b) pedagogical aspects, (c) the organizational aspects, and (d) the ICT coordinator as a leader of systemic change. The first two elements already appear in the TPACK construct, while the others constitute organizational knowledge (OK) and leadership knowledge (LK) that enables the coordinators to facilitate ICT implementation in schools, and these are the unique elements of this study. Recommendations for Practitioners : We recommend that when choosing ICT coordinators or ICT implementation leaders at school, one should check not only that they possess the familiar TPACK knowledge, but also organizational knowledge and leadership knowledge that was found essential to successful completion of the coordinators’ role. Impact on Society : his study has shed light on the nature and significance of leadership knowledge (LK) and its function as an additional expression of TPACK. Future Research: We suggest that future research about educational technology leaders’ TPACK be drawn from these results.

Penerapan Principal Component Analysis untuk Mereduksi Dimensi Data Penerapan Teknologi Informasi dan Komunikasi untuk Pendidikan di Sekolah

This study aimed to analyze the most influential variable in the implementation of ICT in schools. Principal component analysis using linear algebra to reduce the dimension of data with variables that are interconnected into a new set of data with variables that are not related to each other, called the principal component. Principal component is used to save and calculate how much correlation within varian. The ICT data is collected from 50 schools, this data is grouped into five group based on reference domain of ICT for education indicator by UIS 2009. Dataset per group is used as input for principal component analysis algorithm with Matlab R2014a and produce principal component. Principal component analysis produce five variable with the most influence based on their domain, there are mean hour for individual using of ICT in curicculum domain, existence school in internet in infrastructure domain, learner proportion in using computer laboratory for learning in teacher development domain, learner propostion that computer basic skill course in participation domain.

The role of ICT coordinator. Priority and time dedicated to professional functions

This research analyses the ICT coordinator's role in primary schools in Andalusia, Spain. 101 coordinators filled in an online questionnaire that included a question regarding preferences about priority given and time dedicated to the eight professional functions assigned by the Educational Administration. The difference between the importance given and time dedicated to the different functions showed a high role adjustment of the ICT coordinators. Guiding teachers to work out and use digital contents in the classroom was the most prioritized function. On the contrary, school web management was considered the least important function. Managing digital tools was prioritized mostly by the youngest ICT coordinators females who were selected by the school board and did not hold any other school position. Multidimensional Scaling of a preferences question suggests that ICT coordinators prioritize their functions according to their complexity and the setting where they take place (classroom vs. school).The most relevant functions are the ones which favor ICT implementation in the classroom, and these functions result in being less complex since they adjust to the teacher's traditional role. These findings are discussed in order to fortify coordinators leadership in the change that ICT implementation in schools brings about.

Estudio sobre la influencia de género en la incorporación de las TIC a los centros educativos

La investigación planteada en este proyecto busca ampliar el conocimiento de la influencia ejercida por la variable de género sobre la incorporación de las TIC a los ámbitos curriculares y organizativos de los centros educativos públicos de Educación Primaria y Secundaria de la provincia de Málaga. A través de un estudio de casos múltiples se recaba la valoración que realiza el profesorado sobre el grado de incidencia de los proyectos para la incorporación de las TIC en sus centros. Y mediante técnicas de triangulación se precisa el nivel de implementación de las TIC en centros cuyos procesos han sido dirigidos por hombres y centros en los que esta responsabilidad se ha depositado en mujeres. Esta doble perspectiva ha permitido concretar en qué medida es importante el género de la persona que coordina el proyecto para la implementación educativa de las TIC en nuestro contexto.

Supportive and hindering factors to a sustainable implementation of ICT in schools

This study utilizes a school improvement and school development perspective to identify supporting and hindering factors contributing to long-term and sustainable ICT implementation in schools and classrooms. The nature and impact of these factors are examined in six schools in Germany. These six schools were drawn from the German follow-up study (2006–2007) of the IEA Second Information Technology in Education Study, Module 2 (SITES M2, 1999–2002) funded by the German Research Foundation (DFG). This qualitative and quantitative follow-up study was conducted fi ve years after SITES M2. An instrument to measure the sustainability of ICT implementation was developed and charted for the six schools over the 5-year period. At the same time, the supportive factors and obstacles of ICT integration were determined on the school basis to combine both the degree of success in implementing ICT sustainably and the specifi c factors in each school. The study concludes by outlining the most important factors on different school levels, which are necessary for long-term and sustainable ICT implementation in the sampled schools and classrooms. Above all, the success in implementing digital media sustainably appeared to be associated with the way that schools use their radius of operation on the process level, especially how principals perform as school leaders and how ICT use meets the pedagogical aims of the schools.

Stakeholders' perceptions of the use of ICT in the education of students with SEN

Portugal is experiencing a technological reform in education. Technological refurbishing of schools and training of students and teachers is a reality on the rise, enhanced by the implementation of the education technological plan (ETP), which also aims at computer skills certification, by 2010, of 90% of teachers. In a school that must be adjusted to all pupils, special educational needs cannot be neglected and the nature and constitution of its computer resources should obviate the support of these students. Stakeholders' awareness and ICT training is essential to benefit all students from ICT use. In the case of SEN, this need for training is of paramount importance to establish itself as a facilitator for these students. ICT coordinators are the visible face of ICT implementation in schools; their functions include the management of the schools computer facilities and to zeal for the ICT training of fellow teachers.

"Islands of Innovation" and "School-Wide Implementations": Two Patterns of ICT-Based Pedagogical Innovations in Schools

The study reported here is a secondary analysis of data collected in 10 schools as part of Israel's participation in two international studies: IEA's SITES Module 2, focusing on innovative pedagogical practices at the classroom level, and the OECD/CERI case studies of ICT and organizational innovation, focusing on ICT-related innovations at the school system level. We identify and analyze two patterns of ICT-based curricular innovations: of and school-wide implementations. In the analysis of both patterns we focus on (a) the levels and domains of innovation reached in schools; (b) the communication agents and school variables affecting the diffusion of the innovation; and (c) the role of internal and external factors affecting the diffusion of the innovation. In the discussion we elaborate the potential value of sustainable islands of innovation models as agents of innovation, and the similarities and differences between both patterns of ICT implementation in schools.

A theoretical and instrumental framework for implementing change in ICT in education

This paper summarizes the development and practical testing of a theoretical framework for the identification of important factors in relation to the implementation of ICT into a UK secondary school. The approach is characterized by considering the process of implementing use of ICT across a whole school for teaching and learning as a special case of implementing change. The theoretical framework was derived from reviewing and synthesizing the literature in the field of change management and that of ICT in schools. Using an interpretive approach, a single case study was the practical basis for undertaking research, guided but not constrained by the theoretical framework and finally mapping the case study findings against it. This process enabled the possible contribution of the framework with regard to the implementation of ICT in schools, to be assessed, and its further development considered.