Information And Communication Technology In Education Research Articles

Promising plans and practical use of ICT in education: Sub-Saharan Africa perspectives

Introduction. Information and communication technologies (ICT) in the field of education have become indispensable for many countries. Digital transformation of school has conquered the minds of many educationists in Sub-Saharan Africa which long suffered from low attendance rates and lack of qualified teachers. This is a developing region with unstable educational opportunities and ICT use is believed to be a central form solution for the future effective functioning of learning programmes. Materials and methods. General scientific theoretical methods and comparative analysis were used to analyze actual statistical data, take insight into existing online learning platforms, expert’s accounts. Results. Both the general problems of ICT application in education and its functioning in the context of national educational systems in such countries as Uganda and Kenya were analyzed. Unique evidence from this rapidly developing region underscores the need of a balanced and comprehensive approach to the strategies of the digital education reforms at school. Сonclusions. ICT introduction risks not to be an effective factor in the management of educational process without taking into account behavioral and sociocultural context as well as without thorough development of all levels of educational system. Though the article is addressed to the experts in the field of education and African studies, it will be of considerable interest to all practitioners concerned with the implementation of ICT in teaching practice.

Identification of a framework for implementing ICT in Sri Lankan secondary education system

This research work was focused on finding the affected indicators on the barriers to use Information and Communications Technology (ICT) in Sri Lankan Secondary Education System. It also explores a framework to implement ICT in schools overcoming these barriers. In particular, it examined the viewpoint of teachers and principals on the integration of ICT into the schools’ policy in the Western Province of Sri Lanka. Interviews were conducted for 60 secondary school principals and a questionnaire base survey was conducted for 500 teachers of several schools selected from the above pool. What materialized from the analysis showed that, infrastructure facilities, any policies related to the school, Planning and usage of ICT in teaching and learning, Current views held by principals as well as teachers regarding their ICT competencies, Teacher’s fluency of ICT, the perceived viewpoint of teachers and principals regarding the influence and subsequent function of ICT in education has an influence on the magnitude of ICT usage in schools. According to the analyzed data, a framework was designed to make readiness and maintain smooth Teaching Learning system in secondary schools. Finally, the research has collected feedback from involved parties during the implementation process to evaluate competency of the suggested framework.

An Exploration of Factors Influencing Teachers’ Attitudes toward the Use of Information and Communication Technology (ICT) in Classroom Practice A Case Study of Secondary School EFL Teachers in the Western District of Chlef , Algeria

The use of Information and Communication Technology (ICT) in the teaching and learning process has been the subject of extensive research in the past few decades. Many studies have discussed the benefits of ICT for teachers and learners. However, little is known about the main factors that influence teachers’ attitudes toward the use of ICT in their teaching practices. This study aimed to explore the attitudes of secondary school EFL teachers in the Western District of Chlef toward ICT use in Algeria. Additionally, the study attempted to investigate the relationship between teachers’ computer attitudes and five independent variables: personal characteristics, computer attributes, cultural perceptions, computer competence, and computer access. Mixed methods research was used to combine both quantitative and qualitative research methods. A questionnaire and semi-structured interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted to analyse the data. The findings indicated that EFL teachers held positive attitudes toward ICT in education. There were statistically significant positive correlations between teachers’ attitudes toward ICT and the five aforementioned independent variables. It was also found that age and academic qualification had negatively correlated with attitudes. The results of this study give meaningful insights for educational practitioners and policy-makers in relation to the implementation of ICT for teaching and learning in the classroom. Finally, the study presented some implications for policy and practice and recommendations for further research that will enhance teachers’ use of ICT in their teaching practices.

Realistic Perspectives to the Implementation of Information and Communication Technologies (ICT) in Education System of Bangladesh

In only a few years, information and communication technology (ICT) has become an important education technology that can underpin some big changes in the teaching process. Technology makes students more effective than ever, but the position of teachers in high-tech classrooms is more challenging than ever before. ICT has the power to change the essence of education (Improving teacher design, enhancing the role of learners and involving them in the teaching process and attempting to develop a collaborative culture, etc.) While information and communication technology has the great potential to improve the system of education, due to certain impediments, emerging economies are indeed a long way from reaping such advantages. The aim of this study is to have a coherent approach to worldwide issues pertaining to barriers encountered in the implementation of ICT in the classroom setting. The study-room assessment and documents evaluation make the study realistic, which were used as methodological approaches for building effective analysis and reaching reasonable conclusion. It is found that the analysis must assist to find factors affecting the decision of teachers to integrate ICT in teaching. Links to existing literature will be developed to explore various challenges to the implementation of ICT.

Decomposing the Persistent and Transitory Effect of Information and Communication Technology on Environmental Impacts Assessment in Africa: Evidence from Mundlak Specification

This study examines the persistent and transitory effects of information and communication technology (ICT) on the environmental impact assessment in Africa. The applied advanced econometrics is based on both the Mundlak and Hausman–Taylor methodology for correcting endogeneity and the feasible generalized least squares (FGLS) method to identify any potential cross-panel correlation. The empirical evidence suggests that an increase in ICT (Internet penetration) has a positive transitory effect on the environment. On the contrary, an increase in ICT has a negative persistent effect on the environment. This implies that a temporary change in ICT usage increases carbon emissions, whereas ICT use can reduce carbon emissions in the long run. In addition, this study identified mediums through which ICT can affect the environment, such as energy consumption. Therefore, this study recommends continuous investment in ICT infrastructure and education on the importance of practicing environmentally sustainable practices. Similarly, energy conservation is critical because use of the Internet appears to indirectly increase energy usage by increasing the overall productivity of the economy, which may subsequently degrade the environment.

INFORMACINIŲ Ir KOMUNIKACINIŲ TECHNOLOGIJŲ taikymas švietime: BESIMOKANČIŲ SUAUGUSIŲJŲ POŽIŪRIO TYRIMAS

The first paragraph is dedicated to theoretical insights into the use of information and communication technologies (ICT) in in the process of adult education. It analyzes the significance of ICT application in educational process, functional capabilities of the use of educational portals, educational programs, Google service system in educational process and presents the theoretical model of the realization of ICT in adult education. The second part of the paragraph is devoted to empirical research in order to present the approach of adult learners to the use of Google service system as the possibility of functional application of a separate ICT unit in adult education. The article conceptualizes the realization vista of ICT in adult education. The investigation reveals the aspects of services of Google system as ICT, its usage and realization. KEY WORDS: information and communication technologies, adult education/learning, Google’s service system. DOI: http://dx.doi.org/10.15181/tbb.v68i3.888

Educational ICT use outside school in the European Union: disparities by social origin, immigrant background, and gender

ABSTRACT This paper analyzes inequalities in using information and communication technologies (ICTs) for educational activities outside school by social origin, immigrant background, and gender. It examines whether these inequalities just work additively or whether certain combinations of these groups are associated with specific advantages or disadvantages and which factors drive these differences. Data from the EU sample of the Programme for International Student Assessment (PISA) 2018 are used for the empirical analyses. The results show that male students with immigrant background and highly educated parents have the highest frequency of educational ICT use, while native female students with less educated parents show the lowest frequency. However, the group categories also interact: An academic family background is more advantageous for students with immigrant background and for boys than for native students and girls. The male advantage can be attributed to a general higher frequency of boys using ICTs in their free time, while the advantage of an academic family background is mainly due to a better endowment with educational resources at home. Implications for research and practice are discussed. IMPACT SUMMARY a. Prior State of Knowledge: Inequalities in students’ (offline) educational activities according to their social origin, immigrant background, and gender are well known. Differences in students’ ICT usage have been documented as well. However, the two literatures have hardly been combined so far. b. Novel Contributions: The paper examines whether inequalities in adolescents’ ICT use for educational purposes outside school exist according to social origin, immigrant background, and gender. It also analyzes how far these inequalities interact and which factors drive these inequalities. c. Practical Implications: As some social groups were shown to be less familiar with educational ICT use at home, all students should be supported in acquiring familiarity in using ICTs for educational purposes, e.g., by strengthening the inclusion of ICTs at school.

Empirical evaluation of basic Information and Communication Technology (ICT) skills of final year students of Federal College of Education (Technical), Omoku

This research work titled “Empirical Evaluation of Basic Information and Communication Technology (ICT) Skills of Final Year Students of Federal College of Education (Technical), Omoku” used UNESCO ICT-Competency Framework for Teachers version 3, 2018 as a conceptual framework to assess basic ICT skills and competency level of students. It employed evaluative survey design using questionnaire as the instrument of data collection, designed and administered to all the 51 Part-Time final year students. Analysis of the research result using SPSS Version 20 shows that 4 (7%) of the students lack basic ICT skills, 13 (25%) of them are average in the use of ICT tools and 14 (27%) of them have above average ICT skills. A mean of 3.7 shows that 74% of the students agree that their ICT Instructors possesses the requisite professional skills and competencies to teach. Since 25% of the students can averagely use ICT tools, the researcher recommends that the Government should implement the Monitory and Evaluation of its huge investment in ICT in Education by making sure ICT Facilities are used for teaching and learning in schools.

Influence of Information Communication Technology on Child Education

Purpose: The potential benefits of ICT integration in learning in schools have been extensively discussed in the academic literature worldwide. In recent years globally, there has been rapid expansion in integration of ICT in primary school education. Countries has further put in place many initiatives to enhance the same. Integration of Information and Communication Technology (ICT) is a critical factor in ensuring improved quality education. Despite the many benefits that are known to be brought by integrating ICT in teaching and learning, studies have shown that integration remains low especially in primary schools. The general objective of the study was to establish the influence of information communication technology on child education Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: The study found out that the influence of ICTs in learning cannot be dealt with in isolation. For technology to be effective, it must be availed to learners at the right time and place. There is need to be effective, it must be availed to learner's proximity; that is in classrooms or supposed learning environment Recommendations: The study recommends that leaders need to adopt transformative leadership to achieve organizational performance. Organization should embrace transformational leadership and sound policies that will strengthen their position as a fundamental sector in generating human capital for the country's developmental and economic needs as well as the development of training programs in leadership skills and competences in transformational leadership for the leaders of enterprises Keywords: Information communication technology, child education

Evaluation of the Development Level of Information and Communications Technology in Education Based on the Entire-Array-Polygon Indicator Method: Taking the Questionnaire Survey Data of 13 Cities in Province W as an Example

The objective assessment of the development level of information and communications technology (ICT) in education can support the government in formulating and implement ICT policies. The article first introduced the Entire-Array-Polygon (EAP) indicator method and then designed an evaluation indicator system which containing five first indicators and 31 secondary indicators. Finally, using the questionnaire survey data of 13 cities in Province W as an example, the EAP indicator method was used to carry out on the evaluation of ICT development level. The study drew the following conclusions: EAP indicator method can objectively assess the development level of ICT; the overall development level of ICT in the 13 cities in Province W is average and above, and most of them are level II. When using the EAP indicator method to assess the development level of ICT, experts do not need to determine the indicator's weight. Also, this method presents the evaluation results more concisely and intuitively, so it can be promoted as an essential method of evaluating on the development level of ICT in education.

Evaluation of the Development Level of Information and Communications Technology in Education Based on the Entire-Array-Polygon Indicator Method: Taking the Questionnaire Survey Data of 13 Cities in Province W as an Example

The objective assessment of the development level of information and communications technology (ICT) in education can support the government in formulating and implement ICT policies. The article first introduced the Entire-Array-Polygon (EAP) indicator method and then designed an evaluation indicator system which containing five first indicators and 31 secondary indicators. Finally, using the questionnaire survey data of 13 cities in Province W as an example, the EAP indicator method was used to carry out on the evaluation of ICT development level. The study drew the following conclusions: EAP indicator method can objectively assess the development level of ICT; the overall development level of ICT in the 13 cities in Province W is average and above, and most of them are level II. When using the EAP indicator method to assess the development level of ICT, experts do not need to determine the indicator's weight. Also, this method presents the evaluation results more concisely and intuitively, so it can be promoted as an essential method of evaluating on the development level of ICT in education.

ICTs in Inclusive Education for Sensory and Physical Disabilities

The current paper examines the role of Information and Communication Technologies (ICTs) in the inclusion of students with sensory and physical disabilities. Our main goal is to present the importance of ICTs and highlight their contribution to the smooth and equal inclusion of these children in the educational system and society. Thus, the research team of this paper presents specific examples of ICTs that aid children with visual and hearing impairments and physical disabilities. We followed the method of bibliographic review of articles, focusing on articles from the last five years. However, we considered it necessary to include also some older articles for a more complete and accurate review of the topic. According to the results of the research, ICTs provide an attractive and supportive environment for the students with special needs as well as equal opportunities regarding their inclusion. Since we live in the world of information and the digital revolution, we have to adapt to modern reality and prioritize the use of ICTs in education. Lastly, ICTs help the students with sensory and physical disabilities to overcome the barriers that exist in traditional educational systems which would lead to the reduction of social exclusion.

An Assessment of Final Year Pre-Service Teachers’ Readiness to Use ICT to Teach Implication for COVID-19 Education Response

Readiness of teachers to use Information and Communication Technology (ICT) to teach is currently a significant issue due to its relationship to online teaching/learning which is a global COVID-19 education response. Preparing future teachers to ICT effectively to facilitate variety of online learning modes is a huge challenge for teacher training institutions, especially in developing nations like Nigeria. In this study, the ICT readiness of final year pre-service teachers in the degree programme of College of Education, Agbor, Delta State, Nigeria was assessed. The data gathered using a Likert questionnaire was computer-analyzed. The findings suggest that the pre-service teachers were ready with respect to the following indicators.· Awareness and motivation to use ICT to teach.· Confidence to use ICT to teach.· Availability of internet/mobile network facilities in their environments.· They were very ready with respect to perception on the benefits of ICT in teaching and learning.They did not express readiness in terms of the following indicators.*Acquisition of adequate knowledge and skills on the use of ICT devices during training.*Personal ownership of ICT devices (e.g., computers/laptops).It is therefore recommended that compulsory personal ownership of laptops and relevant ICT devices by pre-service teachers could help them practice and acquire necessary ICT skills more adequately during their training.

NEXUS BETWEEN ICT AND INCLUSIVE EDUCATION: CHALLENGES AND PROSPECTS

The importance of inclusive education in the development of a nation cannot be overstated. Developing countries face several roadblocks as they work to implement Inclusive Education (IE). The effective use of information and communication technologies (ICT) in developing countries will assist governments in achieving equitable education by assisting women, orphans, and children with disabilities in schools. Despite the importance and positive impact of Information Communication Technologies (ICT), previous research on ICT's use in inclusive education, particularly in developing countries, has been severely limited. By alluding to the concept of Universal Access to Education, this text examines the topic of school consideration. It focuses on ICTs' solid ability to keep a strategic distance from any form of separation among understudies. The paper also claims that educators play a critical role in maximizing the opportunities provided by emerging technology to aid the complete integration of all students into traditional educational frameworks. Educators should be aware of the ICT potentials, and they should have the option to secure the necessary information and operational abilities to choose and use these types of assets properly. For the current social orders, ICT and consideration provide a space of exceptional rational enthusiasm. At this time, teachers' attitudes toward ICT play a critical role in the complete adoption of Inclusive Education.

Will\u2013skill\u2013tool (WST) model of technology integration in teaching science and mathematics in the Philippines

The proliferation of information and communication technologies (ICT) in the twenty-first century has challenged the status quo of educational setting and led to a paradigm shift in teaching and learning processes. ICT use and integration in teaching then, becomes an essential component of pedagogical processes to have an effective teacher–student interaction and to optimize learning. While past studies have already established evidence that attitude toward ICT (will), ICT skills (skill), and availability of ICT resources (tool) elements are indeed important contributors to the integration of ICT in teaching, little attention has been paid yet to differences in these elements and in this model of ICT integration between subject areas of science and mathematics. Thus, this study aims to examine the significant differences in these factors between science and mathematics (S&M) teaching guided by the Will–Skill–Tool (WST) model developed by Christensen and Knezek (2001, 2008). Using independent samples t test and multiple linear regression, results show that science teachers had higher scores in will, skill, tool, and ICT integration indices compared to mathematics teachers. Findings also revealed that WST model of ICT integration differs between science and mathematics areas, particularly in terms of which among the factors had the strongest influence on ICT integration. The study recommends distinct approaches in providing capacity training development on ICT integration for teachers considering the context of subject specific area.

Practice of ICT tools during Classroom Teaching in Private Universities of Jaipur, Rajasthan, IN

Ensuring universal service and access to Information and Communication Technology (ICT) is a top National objective in many countries. One of the distinctive features of human being is their ability to acquire knowledge and what makes the knowledge an ever-thriving entity is men’s ability to impact this knowledge to others. In this research paper researcher tried to find out the concept of moving the traditional classroom of desks, notebooks, pencils and blackboard to an online form of computers, software and the internet intimidates many teachers who are accustomed to face to face interaction of the traditional classroom. A quantitative research design is used to collect the data through the method of survey and personal interview by filling the survey questionnaire. Through this data finding the benefits of ICT’s in teaching is that they can improve the quality of education. The contemporary higher education systems are aiming for accusation of ICT skills as part of the core education system. It is believed that this research paper provides proper recommendation and suggestions for use of ICT in education and can increase access to learning opportunities. Findings of this research suggest that mostly teachers use Laptop and projector as a mode of ICT tools at universities for teaching and learning. It is concluded that the use of ICT in education can increase access to learning opportunities. It can help to enhance the quality of education with advanced teaching methods, improve learning outcomes and enable reform or better management of education systems. Through this research paper it is recommended that teachers of universities should combine different resources in their teaching methods and utilize different ICT tools in classroom and Universities must ensure that student must have equitable access to digital content for learning.

Checkmating the Weaknesses Associated with Information and Communication Technologies in Education for Improved Effectiveness and Efficiency

Information and Communication Technologies (ICTs) have been identified as having two sides like a coin when used instructionally. While some scholars insist on the need to always prepare and deliver instructions using ICTs, others express worries over the pedagogical weaknesses thereof. This paper therefore x-rays the instructional strengths of ICTs to include; improving educational quality, enhancing access to education, easing collaboration, motivating learning, provision of remote learning resources, enhancing technological literacy, amongst others. It further enumerates the weaknesses of ICTs in teaching and learning to include high cost of acquiring and maintaining infrastructure and equipment, creation of inequality among learners, causing distraction among learners, encouraging cheating in examination and during assignments, exposing learners to technological hazards, inter alia. The paper proffers recommendations on how to effectively engage ICTs in teaching – learning to maximize the potentials, amongst which are: adequate funding for ICT sector in every educational institution; identification of needs, goals and objectives; proper budgeting and planning; engaging stakeholders for awareness and getting their inputs; ensuring safe and conducive environmental setting for the equipment; carrying out periodic employment, training and re-training of man-power; putting in place robust plagiarism software to checkmate theft of intellectual property; and providing detailed orientation for learners who are the end-users of the ICTs in the classrooms. Keywords: Checkmating, Weaknesses, ICTs, Effectiveness, Efficiency. DOI: 10.7176/JEP/12-8-11 Publication date: March 31 st 2021

Information and Communication Technology (ICT) knowledge of biology teachers in senior high school based on teaching experience

The percentage of schools that have network and internet access in Indonesia has reached 77.89%. While the ability of teachers to use ICT 14.43%. This is supported by the qualifications of teacher knowledge about ICT for senior high school by 14,43%. This study aims to determine the level of ICT knowledge of biology teachers and determine the relationship of ICT knowledge with teaching experience. Teacher knowledge is measured using a multiple choice test instrument with digestive system material. The research respondents consisted of 23 biology teachers in senior high school. The validity and reliability test of the instrument was carried out using SPSS with a significance of correlation <0.423 and Cronbach’s Alpha 0.92 (very reliable). Data analysis of the ICT knowledge level of teacher using Microsoft Excel and to see the relationship of ICT knowledge with teaching experience using the One Way ANOVA test. The results showed the level of ICT knowledge of biology teacher from all three aspects was good with an average of 73.8. There is a significant difference between the level of ICT knowledge of the teacher and teaching experience of the teacher, sig 0.000 (p<0.05). The long teacher teaching experience does not provide good teacher ICT knowledge.

Information and Communication Technology-Based Education Planning and Attitude of College Students

The ubiquity of Information and Communication Technology (ICT) in every school framework in the world has become a trend. With ASEAN integration problems in 2015, can fresh and younger HEI's and their students cope with this trend? The goal of this analysis is to decide the preparedness and role of new HEI students in the field of ICT education. In this study a concise template utilizing a researcher-made questionnaire (α=.971) was used. The research findings show that students at college have a optimistic declaration ('agreement') on ICT use in education (x=3.71; S=.75). This was also shown that sex greatly affects the mindset of students (z=3.91, p=.00), where male attitudes are higher (x=3.91) than female attitudes (x=3.61). Moreover, it demonstrates that preparedness for ICT in general has little to do with the mindset of students towards the usage of ICT in school. Nonetheless, there is a important marginal positive association between ICT access and an attitude of significance to 0.05 (r=.15; p=.002; single-tailed), which suggests that the more a student gets introduced to ICT, the more he develops his attitude to ICT education. It was believed that ICT-based curriculum can be readily adopted and modified for the next several years by complete ICT adoption as the current educational framework. Current and younger HEIs will also spend more in ICT Accessibility and Connectivity to further boost ICT-based awareness and preparedness.

ANALYZING REQUIREMENTS AND DEVELOPING PROTOTYPE OF TRAINING SOFTWARE FOR MOBILE PLATFORMS

Problem. Information and communication technologies (ICTs) have become an integral part of modern society in the 21st century. The impact of these technologies on the development of humanity is ambiguous and assessed by experts from very positive to very negative often based on the same facts. The use of ICT in education is the subject of basic and practical research. Goal. The aim of the work is to analyze the requirements and develop a prototype curriculum for young children, which includes analysis of the task and the audiovisual component, development of the prototype at the level of the framework program, whose content may vary depending on the task. Methodology. The analytical methods of research were used for the development and application of training software. Results. The means for the implementation of a development application for young children were analyzed, taking into account the age characteristics of the perception of audiovisual content. The cognitive abilities of children of different age categories were analyzed. Based on the analysis of requirements, the architecture of the training application was developed and its prototype was implemented for working on mobile platforms. The set of IDEF0-diagrams for training applications for children from 2 up to 8–10 years of age was obtained. The prototype of training application was tested by a common task. Originality. All results were obtained based on the research of children’s learning problems. Practical value. The prototype of mobile software can be used for making specified applications not only for children.