Information And Communication Technology In Education Research Articles

Information and Communication Technology Use on New Generation Teachers' Job Satisfaction and Psychological Emotion.

Despite the growing trend of Information and communication technology (ICT), little is known about its impact on job satisfaction and the mechanisms through which ICT operates. This study aimed to investigate new generation teachers’ ICT use on efficacy and job satisfaction. We conducted a cross-sectional survey on 234 new generation teachers in China. The Results revealed that ICT use had a positive direct impact on job satisfaction of new generation teachers. Teachers’ efficacy plays a partial mediating role and error aversion culture moderates the relationship between ICT use and teachers’ efficacy. This study complements our attempt to understanding the effect, mechanism and boundary condition of ICT use on new generation teachers’ work outcomes. It also provides a new direction for studying ICT use on employees belonging to other generations.

Information and Communication Technology (ICT) for Developing Islamic Education in the Era of New Normal

The present study examined the use of Information and Communication Technology (ICT) in Islamic education in the light of the new normal the COVID-19 pandemic has forced us to adopt. The researchers describe how ICT was used in the administrative management, information systems, communication, and learning processes at Islamic educational institutions during the COVID-19 pandemic. A systematic literature review was conducted on related articles sourced from Google Scholar, DOAJ, Research Gate, SINTA, Science Direct, and lens.org. The results showed that ICT in Islamic education had a positive impact and helped in the advancement of Islamic education. Although today, the pandemic is no longer an obstacle in the field of education, it triggered the importance of utilizing ICT in the education system.
 Keywords: information and communication technology, Islamic education, new normal

Developing a Validated Instrument to Measure Students' Active Learning and Actual Use of Information and Communication Technologies for Learning in Saudi Arabia's Higher Education.

Higher education authorities have supplied information and communication technologies (ICTs) to guarantee that students use ICT to improve their learning and research outputs. ICT, on the other hand, has been proven to be underused, particularly by students. Therefore, we aimed to develop a new model to measure students’ active learning and actual use of ICT in higher education. To investigate this issue, the technology acceptance model and constructivism learning theory were verified and applied to evaluate university students’ use of ICT for active learning purposes. The participants in the study were 317 postgraduate and undergraduate students from four faculties at King Faisal University who consented to take part. The research data were analyzed using structural equation modeling (AMOS-SEM). Three specific components were used: the technology adoption model, constructivism learning, and active learning using ICT. The findings revealed that: (a) using ICTs for students’ interactivity, engagement, expected effort, subjective norm, and perceived ease of use has a direct positive impact on perceived enjoyment and usefulness; (b) perceived enjoyment and usefulness has a direct positive impact on active learning, attitude toward use, and behavioral intention to use ICTs; (c) active learning has a direct positive impact on attitude toward use, behavioral intention to use ICTs; and (d) active learning has a direct positive impact on attitude. Moreover, the results showed the mediator factors’ values positively “R square,” active learning (0.529), attitude toward use (0.572), behavioral intention to use (0.583), and actual ICT use (0.512) in higher education. Therefore, the results of the hypotheses developed a validated instrument to measure students’ active learning and actual use of ICTs in higher education in Saudi Arabia.

PSYCHOLOGICAL AND DIDACTIC ASPECTS OF FORMATION INFORMATION AND COMMUNICATION COMPETENCE IN FUTURE TEACHERS OF CHEMISTRY AND INFORMATICS

The article deals with a number of problems associated with the implementation of ICT (Information and Communication Technology) in higher chemical education. In particular, the advisability of using this method (MM2-simulation) in the investigation of chemical structures of biomolecules of proteinaceous protein nature has been shown.

Impact of ICT in Modernizing the Global Education Industry to Yield Better Academic Outreach

The advancements made by information technology have redefined the concept, scope, and significance of communication. The barriers in the communication process have been wiped out by the recent advances in information and communication technology(ICT) backed by high-speed data connectivity. People are free to communicate without bothering about physical borders distancing them from one another. Information and communication technology has diversified its dynamism by creating an e-environment, where people exploit the power of technology and communication to deliver many services. This research used the conceptual framework for ICT-enabled learning management systems and described their dimensions and scope in ICT-enabled education. The ubiquity of ICT has revamped the education industry worldwide by introducing new approaches, tools, and techniques to modernize education. The widespread popularity of ICT has forced educational establishments to endorse this to update the academia to leverage its bounders and enhance productivity to yield productive outcomes at different levels of education. This paper describes different ICT approaches and investigates the importance, influence, and impact of ICT-enabled technologies on various educational practices to achieve productive educational outcomes. This research investigates the role of ICT in teaching and learning at different levels of education, explores various modulates and their influence on the overall development of educational activities, and identifies the research gaps that are bridged to achieve the primary aim of ICT and education. This research extended its ICT projections and scope to overcome the challenges emerging from pandemic circumstances and design and develop an online platform in proper consultation with market demand to make students more job-oriented or skill-oriented. This paper describes different ICT approaches adopted by various educational institutions across the globe to modernize student−teacher interaction. This paper further investigates the influence and impact of ICT-enabled technologies on various educational practices that are prerequisites for achieving productive educational outcomes.

How Do Teachers Implement the Policy of ICT Education for Older Adults? A Study on Policy Implementation in China

As information and communication technology (ICT) becomes more prevalent in daily life, the digital gap between the older and younger groups is increasingly huge. ICT education policy for older adults has been issued in China since 2021 to face that challenge. While previous research mainly focuses on the policymakers and older adults, the teachers, regarded as the core implementer at the street level, need to be more concerned. This research uses qualitative research methods to understand the complexity of the implementation process and identify the influence factors in the view of teachers. It found that the number of faculties and suitable teaching equipment is generally ignored. Besides, the awareness of caring for older adults is the most potent factor in achieving the policy. Along with that, the efforts of learning institutions have a positive impact on teachers belief in policy. Recommendations are also threefold: firstly, learning institutions should deliver and express policies, even if they are available online. Secondly, the features of ICT education should consider the faculties and suitable equipment. Finally, cultivating an age-friendly environment is crucial for ICT education and the aging society.

The Integration of Information Communication Technology in Education: A Review of Policies and Practices in Angola, South Africa, and Zimbabwe.

The use of Information and Communication Technologies (ICT) in education has expanded significantly worldwide. Many countries develop Educational ICT policies to promote national agendas for economic, social, and political growth. The implementation of ICT in education is designed to prepare students to assimilate into the global market, attain equal access to education, and to be technologically prepared citizens. Many African governments are therefore developing ICT policies to expand integration of ICTs in primary and secondary education. However, successful integration of ICTs requires concerted efforts across stakeholders, as well as consistency in policy implementation and evaluation. Although several Southern African countries have ICT policy blueprints for education, not much is known about the implementation of the policies on the ground. This study reviews educational ICT policy implementation, successes, and challenges in three Southern African countries: Angola, South Africa, and Zimbabwe.

ICT and music technology during COVID-19: Australian music educator perspectives.

The COVID-19 pandemic forced music teachers to modify their practice as delivery moved online in education settings around the globe. This article forms part of our wider study, Re-imaging the future: Music teaching and learning, and ICT in blended environments in Australia, that commenced in March 2021. In this article, the authors analyze and discuss Australian music teachers' perceptions of confidence, preference, and usage of music technologies, combined with Information and Communication Technologies (ICT) while teaching during COVID-19. Employing a quantitative methodology from data collected using an anonymous survey (N = 105), they report on teachers' attitudinal responses about ICT devices, confidence, and technology usage. The findings outline descriptive and correlational analyses between ICT use and teachers' integration of various devices, software, and related music technologies. The data show that teachers adapted their practice during this time of uncertainty, reporting increased confidence, application, and ICT usage. Data revealed an increase in the use of multiple technologies, resources, and software, which became an essential component of online teaching. The article concludes with recommendations for a longitudinal study of ICT usage in music education across Australia, accompanied by suggestions for increased professional learning, initial teacher training, changes in practice, and contingencies to sustain online learning into the future.

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING AND LEARNING IN EMERGENCY SITUATIONS: RELEVANCE, CHALLENGES AND ETHICAL CONCERNS

This study sought to ascertain the relevance of the use of information and communication technology (ICT), its challenges and ethical concerns in teaching and learning in in emergency situations. Some instances of such situations are natural disasters and outbreak of diseases. A case in hand about such diseases is the current Corona Virus Pandemic. Using a qualitative method of conceptual frame and critical analysis, the paper explored the meanings and imports of technology, information technology, communication technology and information and communication technology, in reference to teaching and learning in emergency situations. It was discovered that these concepts, though interrelated, are not exactly the same, and that information and communication technology is better understood in the light or backdrop of technology itself. The components of ICT were discussed, leading to the ascertainment of the relevance of and challenges to ICT in teaching and learning in emergency situations, as well as ethical issues emanating from the use of ICT. In the course of the analytical exploration, the roles of stakeholders such as parents, teachers, students and the government were highlighted. Based on the insight gained from the discourse, the paper came to a conclusion that the relevance of the use of ICT in teaching and learning in emergency situations is indisputable, but not without some challenges. Although ethical issues constitute a challenge of its own in the context of ICT, it is believed that their proper understanding and application by various stakeholders, especially teachers and students, will be of immense help in overcoming other challenges facing the use of ICT in teaching and learning. In the light of the conclusion arrived at, the paper recommended, among others, that teachers at all levels of education be well knowledgeable in the use of ICT in teaching and learning, with its ethical concerns, so as to be able to guide students properly, and students endeavor to be discreet in their use of the internet, while government should legislate and provide enabling environments that will make online teaching and learning thrive in emergency situations.

Integrasi Kompetensi Teknologi Informasi dan Komunikasi Guru Dalam Pembelajaran Berdasarkan Perspektif Siswa MAN 01 Pontianak

Information and Communication Technology (ICT) competence in teachers refers to the skills of teaching staff in utilizing and implementing technology outputs to present effective educational content in learning. The effectiveness of instructional practices in the classroom environment by teachers can be analyzed by capturing the perspectives of those who are included in the ongoing learning process, including students. This study used a quantitative descriptive method which aimed to describe the perspective of the representative 100 students of MAN 01 Pontianak who was the parties to the assessment of the mastery of ICT integration of MAN 01 Pontianak teachers in learning. It can be concluded that teachers at MAN 01 Pontianak have moderate ICT mastery competence as the dominating category fulfilled based on the scores obtained, which means that awareness will create communicative nuances by integrating technology output in the process of distributing information in the classroom realm classified as not optimal. This is reinforced by the findings related to most of the students' perspectives, which assessed that teachers at MAN 01 Pontianak have medium-scale ICT mastery competence, 72% of 100 students stated that, there were 18% of students from all respondents stated that the teacher's ICT mastery competence was low and only 10% of them actually think that the competence of teachers' ICT mastery in the research location is high.

Role of Training and Support in the Implementation of Electronic Textbooks in Gauteng Public Schools

The Gauteng Department of Education (GDE) is responsible for managing and administering public and registered private educational institutions within this South African province. The GDE has introduced a Paperless Classroom project where prioritised schools are provided with smartboards, laptops and tablets to teachers and learners in targeted grades. This study aims to add to the corpus of knowledge on Information and Communication Technologies (ICT) in education by establishing whether schools in Gauteng are ready to adopt and implement electronic textbooks in their classrooms in terms of support and training. The focus of this study is on the training and support, as the GDE received an influx of requests from these teachers on receiving additional training and better support shortly after receiving the ICTs. The study followed a pragmatic approach using a parallel concurrent mixed-method design where quantitative and qualitative data were collected using an online questionnaire and an interview protocol. Purposively sampling was used to collect quantitative data and 55 responses were received, whereas both purposive and convenience sampling were used to collect qualitative data and 20 participants were interviewed. The study used the Technology Acceptance Model as a theoretical framework through which the study was conducted. The Perceived Usefulness construct focused on the usefulness of electronic textbooks, while the Perceived Ease of Use and the External Factors are constructs facilitating and enabling the use of electronic textbooks. Quantitative data analysis was done using SPSS. Interviews were transcribed and thematically analysed. Most respondents were not satisfied with the training they received. It was entry-level basic training and did not help schools use ICTs and address the technical glitches they experienced pedagogically. The quality of the devices was not up to standard. The e-textbooks had licensing issues, and only a limited number were available. Although technical support was provided, it was not adequate. Many systemic issues such as maintenance and replacement plans of the devices, safety, update, and the licensing of the electronic textbooks should still be addressed for successful implementation. The results of the study may offer some insights before the roll-out of electronic textbooks is done to the whole province. Furthermore, the study may also provide clues to the South African provinces that may envisage introducing ICT in education. Within the nine provinces in South Africa and in the education community worldwide, the information provided by this study can be of great significance for the envisaged training and the support needs of the schools on the use of ICTs in education.

Encouraging the Motivation of Students in Primary School - A Case Study

The aim of the research is to examine the current practice of encouraging motivation for learning in the teaching process in the elementary school “Dr Boško Vrebalov” in Melenci from the perspective of teachers and students. The sample of students consisted of 22 teachers and 159 students. Two instruments, constructed in the form of a five-point Likert-type scale, were used in the research: the Instrument for Teachers and the Instrument for Students. The applied instruments collected data on the prevalence of procedures for stimulating students’ motivation to learn from the perspective of teachers and students. Also, the opinion of students on the motivational role of the observed procedures of the teaching process on the motivation to learn was examined. Motivational procedures included three segments: preparation and planning of the teaching process, activities of teachers during the teaching process and the use of information and communication technology (ICT) in teaching. The results presented in this paper showed that all the observed procedures during the planning of teaching and learning, as well as the procedures related to the application of ICT, are very common in the teaching process. With minor deviations, there is agreement between teachers and students on their representation. The lowest prevalence and the greatest disagreement in the opinion of teachers and students concernen the application of ICT in teaching. Teachers notice that students use ICT to a lesser extent in teaching in relation to students’ opinions. The obtained results showed that students assigned a high motivational role to all examined procedures, which suggests that students should be more stimulated to use computers in teaching and extracurricular activities for educational purposes.

Physics Tutors’ Self-Efficacy and Use of Information and Communication Technology (ICT) for Research Activities in the Colleges of Education in Ghana

Background: Self-efficacy in the use of ICT refers to a person’s belief in their ability to succeed in the use of ICT in the teaching, learning and assessment process as well as research purposes. Purpose: The incorporation of ICT into teaching, learning and assessment, and for research purposes is a powerful tool that pro-motes the teaching-learning environment in several ways. This study was aimed at investigating Physics Tutors’ self-efficacy (PTSE) level towards ICT integration into teaching, learning, assessment and research in the various Colleges of Education (CoE) in Ghana. Methods: A Four-point Likert Scale Questionnaire was used to ob-tain quantitative data from 16 physics tutors sampled from the 16 Science and Mathematics Colleges of Education in Ghana. The data obtained was analyzed based on a number of factors such as historical inclination towards the use of ICT among other things. Results: The findings from the study however reveled that most physics tutors accept and believe that the use of ICT in teaching physics significantly improves on teaching and learning. However, many of the Physics Tutors believe that there isn’t enough support in terms of logistics and training from the various stakeholders such as institutional heads, supervisors and even colleagues in the usage of ICT in teaching and learning physics Conclusions: It is concluded that the overall PTSE towards ICT integration in the CoE is above average (2.6 on a scale of 4).

The Reality of Using ICT in Teaching in Moroccan Universities from University Professors’ perspective

The study aimed to examine the reality of using information and communication technologies (ICT) in teaching at University from the point of view of university professors and the probability of using such technologies in distance education, particularly under the current unfavorable conditions that do not allow classroom teaching. To achieve these objectives, the research adopted the descriptive-analytical and used a questionnaire, consisting of three sections, that was administered to a sample of 140 professors at four university departments during the academic year 2021-2022. The study results revealed that the participants could use ICT to an acceptable degree, but used ICT programs in teaching to a medium degree. Furthermore, the participants suffered from difficulties of using ICT in higher education. The study concluded with a set of recommendations for the optimal utilization of ICT in higher education that can contribute to improving the quality of teaching and learning.

The impact of internal factors on the use of technology in higher education in Saudi Arabia during the COVID-19 pandemic

BACKGROUND: Technology has recently become a major component of the educational field and learning process for it provides students with opportunities to learn more effectively and to operate efficiently in this age of technological advances. As academics, the use of technology in universities is transforming our work, and more specifically the way we support students in the classroom. As higher education institutions bring more technology into their classrooms, academics will in turn strive to put more technology in their students’ hands. That is, if they are prepared to do so. More importantly, ICT (Information and Communication Technology) in this ongoing COVID-19 pandemic becomes a central and integral focus globally regardless one is associated with college or university. OBJECTIVE: This paper therefore attempts to examine the internal factors that should be taken into consideration when using technology for teaching and learning purposes in higher education in Saudi Arabia. METHODS: The study develops a number of hypotheses and a theoretical framework based on a questionnaire conducted among the faculty staff in Hail university to test the study hypotheses. RESULTS: All the study six hypotheses have been supported. The relationship among these hypotheses are clear and significant. Data analysis of this study have shown that perceived usefulness, perceived ease of use, computer self-efficacy, attitudes and computer anxiety have direct and substantial effect on the university teaching staff’s intention to use technology. CONCLUSIONS: The findings of this study will for sure assist in overcoming the problems and difficulties facing the use of ICT in higher education in Saudi Arabia, particularly those challenges which have arisen amid the outbreak of the COVID-19 pandemic.

FACTORS AFFECTING INTEGRATION OF ICT IN SECONDARY EDUCATION-A CASE STUDY

Information and communication technology (ICT), which includes radio, television, and newer digital technologies like computers and the internet, are potentially significant instruments for expanding formal and nonformal educational possibilities to everyone. It enables the adoption of reducing teaching approaches as well as meaningful content that engages pupils. The purpose of this study is to identify the essential aspects that influence the effective use of ICT in secondary education from the perspectives of teachers. A questionnaire-based survey was undertaken, and the relevance of these aspects was examined from the perception of teachers. The research was carried out at number of secondary school in Dhenkanal district of Odisha. The results of the data analysis indicated that different types of respondents ascribed considerably varying weight to criteria related to efficient ICT use. The investigation also discovered other elements that looked to be impediments to ICT usage. Teachers must be familiar with the usage of ICT in their subject areas in order to assist students in learning more successfully. The findings might be beneficial to any institution considering incorporating ICT into its curriculum. This article explored the different factors of ICT in secondary education in the twenty-first century.

Impact of ICT in education

"Globalization and technological changes have created a new global economy powered by technology, fueled by information and driven by knowledge. Information and communication technologies (ICTs) — which include radio and television, as well as newer digital technologies such as computers and the Internet — have been proven as potentially powerful tools for educational change and reform. When used appropriately, different ICTs can help expand access to education, strengthen the relevance of education to the increasingly digital workplace, and raise educational quality by helping make teaching and learning into an active process connected to real life.

Information and Communication Technologies for Education Considering the Flipped Learning Model

Technology development has been integrated into the educational environment and has led teachers to become much better trained in educational, technological tools. Currently, education is being transformed; for this, there are new methodological approaches, and education needs the integration of digital tools. Previously and still today, traditional and not very creative strategies are applied in the teaching–learning process, which does not fully contribute to the progress of education. The present work focuses on using Information and Communication Technologies (ICT), considering the Flipped Learning Model (FL), an active methodology. However, it is also essential to know the appropriate ICT to apply during the learning process. The Information and Communication Technologies articulated with the Flipped Learning Model benefits and motivates students; in this way, through collaborative learning, communication between classmates and teachers is favored; in addition, it encourages autonomous work, helps the analysis of the contents in each of the subjects, and favors the construction of new knowledge. Therefore, knowing which ICTs are incorporated as the most efficient in the Flipped Learning Model is necessary. In this way, it is required to obtain information about the ICTs teachers have preferred to apply within the Flipped Learning Model and which ones are recommended from the classroom experience. The work shows which ICTs are most used and which ones benefit students to obtain significant learning. Consequently, considering the application of ICT and Flipped Learning in educational communities is a way to innovate the teaching–learning process.

Assessment of Availability, Teachers’ Proficiency and Challenges of ICT Integration in Teaching Secondary School Mathematics and Science in Bauchi State, Nigeria

The study assesses status of integration of Information and Communication Technologies (ICT) in teaching mathematics and science at Public Senior Secondary School in Bauchi Central Educational zone of Bauchi State, Nigeria. The study was aimed to; find out types of available ICT facilities for teaching mathematics and science; establish teacher’s proficiency level of integration of ICT in teaching and learning of Mathematics and Science, and establish challenges faced in the integration of ICT facilities for teaching mathematics and science, Descriptive research design was used for the study. Non Proportional and Purposeful sampling were used for choosing fifty (50) teachers who formed the sample of the study. The sample size was taken from a target population of 250 (20%) mathematics and science teachers. Two instruments were used for data collection. Included were structured and open ended questionnaires and interviews. Data were analyzed using descriptive statistics. Findings revealed high percentage of teacher’s response on the availability of ICT facilities in the study schools, included were white board (74.5 %), laptops (68.6%), printers (56.9%), computer device (50.9%), smart board (50.1 %) and projectors (49.0%). Half (51.0%) of teachers reported internet service and scanning machine not functional. Few teachers (15.7%) reported computers and printers (11.7 %) not functional. Majority (44%) of mathematics and science teachers have a fair knowledge of using ICT facilities to present lesson. Result revealed teachers lack of workshop/seminar on ICT integration (88.2%), students’ ratio to ICT facilities (computers) (86.3%) and lack of time for teachers (58.6%) using ICT during lesson were major challenges. The implication of the study is that effective ICT integration can only be actualized if new initiatives are taken. Thus the study recommended that Mathematics and science teachers should be engaged on professional development training with emphasis on ICT integration in the classroom situation. Stake holders in education sectors and school administrators most ensure effective functions of available ICT facilities in secondary schools.

Understanding’s barriers of implementing ICTs in Moroccan High Schools from teachers’ perspectives

Today, the enormous progress in Information and Communication Technologies (ICTs) has encouraged many countries to take advantage of ICTs in education. Morocco is not in isolation from this. Yet, the progress has often been insufficient. There is still a substantial gap concerning the availability of ICTs and their implementation methods in the Moroccan High schools, resulting in several thoughtful questions being raised for decision-makers and teachers equally. One of the main questions is what factors affect the successful implementation of ICTs in Moroccan High schools? Hence, the prominence of this paper is to find the answer to this question and other related questions from teachers’ perspectives. This study uses both qualitative and quantitative stances. A closed questionnaire was used to collect data from (134) Moroccan high school teachers, and semi-structured interviews were conducted with (20) other teachers. Generally, the results showed that ICTs were a vital device in improving teaching and learning outcomes. However, lack of resources, ICT skills among teachers, the insufficiency in ICT training, and deficiency of clear ICT policies, among other influences, were some challenges that affect the implementation of ICTs in Moroccan high schools.