Information And Communication Technology In Education Research Articles

Virtual Chemistry Laboratory: a didactic alternative to the teaching of Organic Chemistry

Information and communication technologies (ICTs) are ubiquitous in our everyday lives as well as in educational contexts, much more so after the onset of the Covid-19 pandemic. The use of ICTs in education, e.g., virtual laboratories, is of great importance to support the teaching of chemistry. Given the difficulties secondary school students encounter in understanding organic chemistry topics, this research aimed at investigating whether the use of a software program could improve teaching and promote student learning of content related to organic compounds. To this end, the data were collected by means of a pre- and a post-intervention questionnaire. The study was conducted at a public secondary school in Itacoatiara, AM, Brazil, with 3rd-year (final year) students. The software programs IrYdium Chemistry Lab, LAPEQ-USP (Laboratory of Research in Chemistry Teaching and Educational Technologies, University of São Paulo), and Simulations for Chemistry were employed to introduce the participating students to a chemistry lab and to simulate lab practices involving chromatography experiments. The analysis of the collected data suggests that the use of virtual labs promoted the participants’ motivation to learn organic chemistry as well as ability to integrate concepts taught in the classroom to aspects of their everyday lives. The participating students also reported that they would like to use other virtual lab programs to study chemistry, thus constituting new ways of learning beyond the classroom.

Pre-service Teachers' Use of ICT in Saudi Education: Literature Review

Various technological tools are commonly used in education, due to rapid advances in the Information and Communications Technology (ICT) field. In recent years several institutions and schools in Saudi Arabia have started using ICT in the classroom. The purpose of this review is to assess the available literature to establish the extent of pre-service teachers' understanding of ICT and the level of ICT use in Saudi education, over the last decade. The findings show that pre-service teachers seem to lack the necessary level of technical knowledge to use ICT effectively in the classroom. The results also revealed several obstacles to the use of ICT in education, including a lack of training, a shortage of resources, and insufficient clarity of the Ministry of Education's policy regarding using ICT in teaching. In light of these findings, thia study suggests that the Saudi educational environment be adapted and improved to make the adoption and use of ICT more successful. It also suggested that pre-service teachers receive training both at university and when they reach their schools on how to incorporate ICT successfully into their teaching and learning practice.

Rural-Urban Divide in Access to ICT Devices, Skills and its Usage among Government School Students and their Perception towards ICT Education

In the 21st century every sector has been emerging with new technological changes in terms of digitalisation and communication. Particularly in the field of industries and service sector rapid changes can be seen at all levels. In order to get jobs in this 21st century the students should equip with the required technical skills where they can sustain themselves for better future. In every individual’s day to day life activities the Information and Communication Technology (ICT) has become an essential part. Then how best the government schools in India are equipped with Information and Communication Technology (ICT)? As part of PhD the researcher has conducted the study to assess the Information and Communication Technology (ICT) skills among rural and urban school students and its usage in government secondary schools in Telangana State. A total sample of 1824 government secondary school students of 8th, 9th & 10th class were selected for the study from Warangal Rural and Warangal Urban districts. Chi-square test and t-test were performed to analyse the differences. The study reveals that there is statistical significant difference between the rural and urban students’ availability of ICT devices - smart mobile (p=0.0041) and computer (p =0.0042) at their homes. Only one-fourth of the rural and urban students had given correct answers to basic computer related questions and having very poor computer skills. Both urban and rural students had perceived positively asserting that there will be an impact of ICT usage on learning. Key words: digitalisation, jobs, skills, students, government schools, rural, urban.

Development of cloud selection supporting model for green information and communication technology services

Purpose The purpose of the study is to develop a cloud supporting model for green computing. In today's contemporary world, information technology (IT) plays a significant role. Because of the rapid growth of the IT business and the high level of greenhouse gas emissions, salient data centers are increasingly considering green IT techniques to reduce their environmental impacts. Both developing and underdeveloped countries are widely adopting green infrastructure and services over the cloud because of its cost-effectiveness, scalability and guaranteed high uptime. Several studies have investigated the fact that cloud computing provides beyond green information and communication technology (ICT) services and solutions. Therefore, anything offered over clouds also needs to be green to reduce the adverse influence on the environment. Design/methodology/approach This paper examines the rationale for the use of green ICT in higher education and finds crucial success variables for the implementation of green ICT on the basis of an analysis of chosen educational organizations and interviews with key academic experts from the Universities of Ethiopia, in general, and BuleHora University, in particular. Findings Finally, this paper described the design and development of a green cloud selection supporting model for green ICTs in higher educational institutions that helps cloud service customers choose the most green cloud-based ICT products as well as services. Originality/value This study may be a significant source of new information for green ICT design and implementation in higher education institutions to preserve the environment and its impact on human life.

Randomised controlled trials addressing how the clinical application of information and communication technology impacts the quality of patient care-A systematic review and meta-analysis.

The number of people with chronic and long-term conditions has increased during recent decades; this has been addressed by leveraging information and communication technology (ICT) to develop new self-care solutions. However, many of the developed technological solutions have not been tested in terms of impact(s) on patients' quality of care. This systematic review aimed to identify the current best evidence on the types of interventions that have been developed to improve the quality of patient care through the clinical application of ICT in primary, tertiary or home care. A systematic review, including a meta-analysis, was conducted according to the JBI Manual for Evidence Synthesis guidelines. Relevant data were identified from four electronic databases: CINAHL, PUBMED, SCOPUS and MEDIC. The eligibility criteria were formatted according to PICOS inclusion and exclusion criteria. At least two researchers performed the screening process separately, after which they agreed upon the results. The Cochrane Risk of Bias Assessment and JBI Critical Appraisal tool for randomised controlled studies (RCTs) were used to assess research quality. Data were extracted, and a meta-analysis was performed if the research met quantitative requirements. Of the 528 initially identified studies, 11 studies were chosen for final data synthesis. All of the interventions integrated ICT solutions into patient care to improve the quality of care. Patients across all of the RCTs were educated through direct training, the provision of information relevant to their disease or one-to-one educational coaching. The interventions included various interactions, e.g. nurse expert visits and support, and support provided by peers, groups or family members. These interactions occurred through face-to-face coaching, virtual human coaching or virtual coaching that relied on an algorithm. The performed meta-analysis included 6 of the 11 identified studies. The overall effect was nonsignificant, with three studies demonstrating a significant postintervention effect on patients' quality of care and quality of life and three studies a nonsignificant effect. The presented results suggest that ICT-based care should be developed in collaboration with nurses and other health care professionals, involve patients in decision-making and combine ICT solutions with human interaction and coaching. ICT education was found to be essential to the success of an intervention.

Managing Educational Technology for Value Re-Orientation and Sustainable National Development

Information and Communication Technology (ICT) has become a backbone in educational sector for value reorientation and sustainable development in Nigerian schools. Its role has virtually diffused educational system, forcing technological changes and creating a culture of dependence on technology. The role of ICT in education for teaching and learning has successfully changed the social, economic, political and education environments in Nigeria. Undoubtedly, ICT has enabled the globalised world become greatly interconnected and interdependent and succeeded in breaking the border walls. The use of mobile phones, laptops, tablets, IPads, internet services, software, Artificial Intelligence (AI) and other ICT tools have become the new culture in academic and other institutions. The aim of this paper is to discuss how to manage educational technology for value re-orientation and sustainable national development. It is recommended among other things that government and private individuals alike should try and increase the accessibility of computer hardware and software to the citizens at affordable prices and also that citizens of Nigeria should be educated on the benefits of educational technology for value reorientation and sustainable development.

Educational Technologies as Pedagogical Tools

One of the recent developments across education priorities in South Africa is the provision of Information and Communication Technologies (ICTs) to schools to achieve the objectives of the country’s National Development Plan (NDP) agenda 2030. With the current focus on adoption of technology for teaching and learning, it is imperative to fully understand the perceptions and attitudes of teachers towards the use of ICT in their practice. Thus, this study investigated the teachers’ perceptions and attitudes on the use of ICTs for teaching and learning. The findings are based on data collected through semi-structured interviews, journal reflections, and lesson observations. The results reveal that most teachers have positive perceptions towards the use of ICT for teaching and learning. It also indicated that the attitudes of teachers are varied based on the level of ICT training and support that they receive. The results of this research might be foremost to provide clear insights that could be contributing to the effective adoption of technology for teaching and learning.

Analysis of Digital Infrastructure Development for the Indonesian Capital Market

Digital developments in the Indonesian capital market are influenced by regulatory policies and innovations carried out on an ongoing basis by Exchange Members (AB). In responding to the development of the digital economy, the government must be able to create policies such as ease of financing for startups, tax incentives, and fostering mastery of information and communication technology (ICT) for SMEs. The government also needs to develop telecommunications infrastructure and develop ICT education. Community participation to improve education and skills in the field of ICT also needs to be done in order to take advantage of existing opportunities for their welfare. So to succeed (survive) in this dynamic world, companies should not only perform traditional actions such as lowering costs, but also undertake activities such as changing innovation structures or processes as critical response activities. Most of the response activities could be better facilitated by Information technology.

Digital transformation in higher education: Key to enhancing Cambodia’s higher education sector

The COVID-19 pandemic has accelerated digital transformation in higher education in Cambodia. This phenomenon provides a great opportunity for Cambodian higher education to transform and enhance the integration of information and communication technology (ICT) in the classroom. This article discusses how digital transformation in higher education can improve Cambodian higher education by bringing at least three benefits to the sector, namely increased opportunities for blended learning, better adoption of ICT in education, and greater opportunities for institutional collaboration. The article calls for concerted efforts to build on this momentum and makes recommendations for concerned stakeholders in Cambodian higher education to support higher education digitalization. The article concludes with suggestions for future research.

THE IMPORTANCE OF ICT IN SENIOR PRESCHOOLERS’ MORAL EDUCATION

The research features the results of the effective introduction of information and communication technologies (ICT) into the process of senior preschoolers’ moral education in preschool educational institutions (PEI). The benefits of ICT implementation in preschool education in different countries are discussed, and the balance between ICT and moral education is clarified. The necessity to find new approaches to increase the level of senior preschoolers’ moral education was emphasized, which determined the topicality of the raised scientific problem. An experimental study of ICT implementation in the senior preschoolers’ (n = 432) moral education was conducted, which included constitutive, formative and control stages. Criteria (cognitive, emotional and value-oriented, behavioral), their indexes and levels of senior preschoolers’ moral education were specified. Based on the diagnostic method “Me and My Friends”, the initial levels (high, sufficient, medium and low) were determined. An experimental method of ICT implementation in senior preschoolers’ moral education is presented. This method was developed considering the requirements of the Basic Component of Preschool Education of Ukraine (2021) and partial program (additional thematic program on the organization of moral education in preschool education) “Treasury of Morality” (2020). The method is aimed at building children’s positive attitude to ICT as a source of information that promotes the consolidation of knowledge about moral norms and development of skills of moral behaviour in society. The educational potential of ICT is analyzed, which should be implemented to increase the level of senior preschoolers’ moral education, namely: videos, multimedia presentations, cartoons, video tales, online games, smart cards etc. The sequence of the method implementation at the information-introductory, reconstructive-formative and affirmative-consolidating stages is revealed. The effectiveness of ICT implementation in the senior preschoolers’ moral education was assessed at the control stage. Positive dynamics of high and sufficient levels in senior preschoolers’ moral education in the experimental group (EG) is proved to have risen. Importance of the ICT introduction into the modern system of senior preschoolers’ moral education of PEI is confirmed. The following prospective directions of the initiated study are outlined: interaction with parents in the context of children’s moral education involving ICT, ensuring consistency of PEI and primary school in children’s moral education, as well as the development of moral competence of university students majoring in “Preschool education”.

Didactic possibilities of ICT tools in mathematical education of the future mathematics teacher

Problem formulation. Problem formulation. At the present stage of the educational system development, information and communication technologies (ICT) play one of the most important roles in the didactic system of the future teacher of mathematics. In the process of preparing a future mathematics teacher it is necessary from the very beginning to prepare students for future professional activities at the same time with professional competencies in terms of educational informatization. One of the effective ways of informatization of mathematics education can be the using of the Internet during the process of teaching mathematical disciplines. Because of the fact that every student cannot imagine his life without the Internet, it is possible to move from passive presentation of material to active through the tools of the Internet, which will significantly increase the interest in learning the discipline and improve learning outcomes. The aim of the article is to analyze the issues of didactic possibilities of ICT tools in mathematical education of future mathematics teachers. Materials and methods. The following methods were used to conduct this research: analysis of psychological and pedagogical and methodological literature, systematization and generalization of different views on determining the main ideas, types and methods of construction, as well as the use of Wiki technology in training future mathematics teachers. Results. Based on the analysis of the didactic possibilities of ICT tools in mathematics education of future mathematics teachers, it was determined that among the large number of Internet resources, the Web 2.0 service deserves special attention. This service is a block of social services (blogs and microblogs (Twitter, Blog, Live Jornal), social networks and social presentation systems (viber, Telegram, Instagram, Facebook), wiki projects (Wikipedia, Wikiversity, Wikibooks, Wiktionary) and management systems content (Moodle, Jomla, etc.); social media repositories (YouTube, etc.)), which allow students not only to receive but also to create information, information resources. For example, a blog in mathematics education can be used as a platform for information exchange, consultation, research and more. An equally interesting resource is the Wiki service, the use of which achieves the greatest effect in the independent work of students in the process of creating educational and research projects. Using Web 2.0 tools it is possible to create small training modules on a specific problem, illustrated with visualized examples with animation. The set of such modules can be a distance learning course that students can access at any time. The author also considers the directions and some possible types of use of Internet services in the training of mathematics teachers. Conclusions. An analysis of the didactic possibilities of ICT in mathematical education of future mathematics teachers showed that among all possible Internet services, Wiki has all main features and capabilities of Web 2.0 technology, and therefore is well suited for organizing an educational network of future maths teachers. Thus, the active use of various Internet services in the process of preparing future mathematics teachers turns the usual learning process into a joint creative activity in which all participants actively cooperate in the process of learning and acquiring new knowledge, which significantly increases the efficiency of education.

MATHEMATICS TEACHERS’ ACCEPTANCE OF ICT IN TEACHING AND LEARNING: AN EXTENDED TECHNOLOGY ACCEPTANCE MODEL

The research sought to assess mathematics teachers’ acceptance of Information and Communication Technology (ICT) integration into teaching and learning at the secondary schools. This study was a cross-sectional survey that gathered data with structured questionnaire. The population was mathematics (core and elective) teachers of secondary schools within the Ashanti region of Ghana. Purposive sampling was used to select mathematics teachers from 41 secondary schools in the region. In all, there were 207 usable questionnaires for the study. Structural Equation Modelling (SEM) was run in Amos (v.23) to estimate the path coefficients of the various hypotheses, using Technology Acceptance Model (TAM). The study established that perceived ease of use predicted both perceived usefulness and attitude towards use; perceived usefulness predicted attitude towards use and behavioral intention; attitude towards use of technology predicted the behavioral intention to adopt technology in teaching and learning, while behavioral intention also predicted actual usage of ICT in teaching and learning of mathematics. As an extension to the original TAM, the study found school related factors as percussor to perceived usefulness and perceived ease of use. Similarly, ICT training was found to greatly influence perceived usefulness and perceived ease of use. Keywords: ICT, mathematics education, structural equation modelling, technology acceptance model

The Impact of ICTs on Teaching, Learning and Progressing

Globally, the importance of information and communication technology (ICT) in education is unquestionable. ICT has the potential to be an extremely effective tool for expanding educational opportunities. ICT’s have the potential to increase access to and quality of education by increasing its relevance and relevance. The impact of ICT on the teaching and learning process is critical because it facilitates teaching and learning, creates a conducive learning environment, and assists learners in developing creative thinking and self-confidence. ICT has created new barriers to high-quality education. It has altered numerous facets of people's lives. The purpose of this paper is to discuss the benefits of using information communication technology (ICT) in education, specifically how it can be used to enhance teaching and learning. Effectively integrating ICT into the teaching and learning process is critical for its improvement. It emphasises the advantages and disadvantages of ICT in education.

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.