Integration Of Information And Communication Technology In Education Research Articles

The Role of Information and Communication Technology (ICT) as a Tool for Collaboration in Transformative Teacher Education in Nigeria

This study explores the role of Information and Communication Technology (ICT) as a tool for collaboration in transformative teacher education in Nigeria. The integration of ICT in education is pivotal for modernizing teaching methodologies and enhancing the learning experience. This study investigates the current state of ICT adoption among Nigerian teachers, identifies the challenges faced in its implementation, and evaluates the potential benefits of ICT in teacher education. Utilizing a mixed-methods approach, data were collected through surveys and interviews with teachers across various institutions. The findings reveal a moderate level of ICT adoption, with significant barriers including inadequate infrastructure and lack of training. Despite these challenges, the study underscores the transformative potential of ICT in fostering innovative teaching and learning which improves educational outcomes. Recommendations are provided to enhance ICT integration, including improved infrastructure, comprehensive training programs, and supportive policy frameworks.

Peranan Ict Dan Digital Media Dalam Edukasi

In the digital era, technology in education not only broadens access to information but also transforms learning methods. This study evaluates the role of Information and Communication Technology (ICT) and digital media in modern education. Using theories such as Constructivism, Connectivism, and Cognitive Multimedia, along with PRISMA 2020 and Systematic Literature Review (SLR) methods, this research shows that ICT and digital media enhance student engagement and enable innovative teaching methods. However, there are challenges such as limited infrastructure and lack of digital competence. This study suggests investing in technological infrastructure and digital competency training to maximize the potential of ICT. Further research is needed to understand the long-term impacts and to conduct comparative studies between countries. This study provides insights for educators, policymakers, and researchers to develop strategies that support the integration of ICT in education.

Education Management Strategies to Maximize the Effectiveness of Information and Communication Technology Integration in Teaching and Learning Processes

The integration of Information and Communication Technology (ICT) has become a key factor in driving this change. This research aims to elucidate educational management strategies to maximize the effectiveness of integrating information and communication technology in the teaching and learning process. The research method used in this study is a literature review with a qualitative approach. Data sources are derived from Google Scholar for the period 2004-2024. This research utilizes Google Scholar as the primary source to obtain relevant, credible, original, and publicly available articles for systematic analysis. The study results indicate that in the era of Information and Communication Technology (ICT) development, the integration of ICT in education is crucial to enhance learning effectiveness. To achieve this, focused and comprehensive educational management strategies are highly important. These strategies should be based on a strong understanding of the role of ICT in learning, integration of ICT into the curriculum, training and support for educators and students, development of technological infrastructure, development of supportive policies, inclusive and sustainable approaches in ICT strategy development, as well as collaboration among educational institutions, government, industry, and the community

Exploring Portuguese preschool educators’ attitudes and practices on information and communication technology (ICT)

AbstractThis study aims to explore preschool educators’ attitudes towards to information and communication technology (ICT), its factors and implementation of ICT tools in preschool education by the educators. To this end, a mixed-method research approach was applied, comprising qualitative and quantitative data, collected using survey and field observation. The data, gathered from 58 preschool educators from the north of Portugal, were analysed by SPSS and the qualitative data gathered by five classroom observations analysed by thematic analysis method. Findings indicated that preschool educators have positive attitudes towards ICT integration in education regardless of age, years of teaching experience and attending professional course predictors. Additionally, educators use ICT tools as materials to enhance classroom activities, engage children, and conduct research with them. The results of this study reveal that preschool educators hold positive attitudes toward ICT and actively implement activities using ICT. However, educators are still the main users of ICT in the classroom. It was also observed that as these five classrooms lack the technological infrastructure, the educators usually rely on their personal resources. The lack of ICT resources could affect the independent use of ICT by the children. According to the findings, the study recommends that there are some schools in Portugal that lack ICT infrastructure. In order to overcome this situation, school leaders and policymakers should invest in ICT infrastructure in preschool institutions in Portugal that face a lack of ICT tools.

Integrating Learning Management System and Digital Library for Students’ Assessment

Information and Communication Technology (ICT) has recently advanced in education sector where teachers and other educational stakeholders use learning management system (LMS) to improve students learning. Tanzania in the meantime, has implementing multiple initiatives aimed at enhancing ICT integration in education. The initiatives includes connection of National ICT broadband backbone, implementing various ICT projects such as Tanzania Education and Research Network (TERNET) and the use LMS and digital library (DL) through Tanzania Institute of Education (TIE). Apart from the government initiatives, a critical gap exists in the knowledge and proficiency of both tutors and students in utilizing LMS and DL skills to enhance creativity. This study seeks to address this issue by exploring the integration of LMS and DL to preserve the talents and skills of educators and students. The research utilized a mixed-method approach that involved questionnaires and interviews from tutors. Data were analyzed both inferentially and descriptively. The study found that 33% of tutors were competent to ICT skills related to LMS and DLs. Furthermore, the study proposed a digital library system (DiLaS) prototype as a blueprint for integrating LMS and DLs to support students in learning and assessment. The paper recommends that the government should draw policy strategies that support innovation in digital systems to preserve exceptional skills.

The Impact of Demographic Factors on Information Communication Technology Use: A Case of Mathematics Teachers in Kathmandu District

The use of information and communication technology (ICT) is an important issue for teaching learning activities due to global changes; however, the success of this use depends on the readiness of the teachers. This study investigated the effect of demographic variables on the use of ICT among secondary-level mathematics teachers in the Kathmandu district. This study describes a research hypothesis testing the absence of statistically significant differences in ICT use based on demographic variables such as gender, age, marital status, teaching experience, educational level, job position, and school location. For quantitative research, an online survey design was used. The data were collected through a validated online survey questionnaire, which consisted of seven demographic variables and seven items on the use of ICT. The online survey questionnaire was administered to 287 subjects. The response of mathematics teachers was only 59.23%. The response data was downloaded into Excel and cleaned. Frequency, percentage, independent sample t-tests, and one-way ANOVA were used to analyze the cleaned data using the JAMOVI software. The results revealed no statistically significant differences in ICT use across demographic variables. Specifically, gender, marital status, age groups, teaching experience, educational level, job positions, and school locations did not significantly affect the use of ICT among secondary-level mathematics teachers. The small effect sizes limited practical significance, despite the absence of statistical significance. The findings provide valuable insights into the relationship between demographic factors and ICT integration in education. Further research should validate these results in diverse educational contexts in Nepal.

TEACHERS ' ATTITUDE TOWARD USE ICT TOOLS IN TEACHING AND LEARNING PURPOSES IN NORTHERN CYPRUS SECONDARY SCHOOLS

Integration of Information and Communication Technology (ICT) assists teachers in teaching and facilitates delivering knowledge to students. This study aims to investigate the extent to which Information and Communication Technology (ICT) is used in secondary schools in Northern Cyprus from teachers’ perspective. It also aims to examine the effectiveness of ICT in teaching and learning and determines the factors that hinder the use of ICT. The study employed a quantitative research design. Data was collected using a descriptive survey. The sample was chosen using a convenience sampling method. The sample consists of 182 secondary schools teachers. The collected data was analyzed through SPSS (Statistical Package for the Social Sciences). The results revealed that most of the respondents view high positive attitudes towards implementing ICT. In addition, a high level of awareness is reported by teachers. However, there are significant dissimilarities among teachers on their perceptions on being confident with ICT, as well as to students learning more effectively through ICT. The results also showed that teachers still adhere to the traditional method of teaching in which teachers are the centre of learning. Some recommendations relating to ICT integration in education are provided at the end of this study

Analysis of Policy Frameworks for Integrating ICT in Ghanaian Education: Implications for Teacher Education and Professional Development: A Systematic Review

This study examines the policy frameworks surrounding integration of Information and Communication Technology (ICT) into the Ghanaian education system. This study investigated the implications of these policy frameworks on teacher education and professional development. By exploring existing policies, strategies, and initiatives, this study aims to provide insights into the challenges and opportunities associated with ICT integration in Ghanaian classrooms. This study adopted a descriptive and qualitative research design, employing document analysis in teacher education and training.¬ The collected policy documents were analysed using a thematic approach, enabling the identification of recurring patterns and themes related to ICT integration policies and their impact on teacher education. The findings revealed that Ghana has made commendable efforts to formulate policy frameworks to facilitate ICT integration in education. However, several challenges persist, including limited access to ICT resources, inadequate teacher-training programs, and uneven implementation across schools and regions. The research article concludes with recommendations for policymakers, educators, and other stakeholders in the Ghanaian education system. These recommendations include establishing a robust ICT infrastructure, providing equitable access to technology, designing, and implementing effective teacher training programs, and developing a supportive policy environment that encourages continuous professional development.

A study on the readiness and attitudes of Sri Lankan Tamil medium teachers towards the use of ICT in teaching and learning

Information and communication technology (ICT) in education refers to the utilization of information and communications technology to support, enhance, and optimize the delivery of information within the educational field. As the global landscape continues to expand, the significance of incorporating ICT in education has grown exponentially. It is crucial for teachers to possess the ability to employ ICT effectively in order to integrate their students' learning experiences and adequately prepare them for the challenges they will face in the future. While the integration of ICT in education offers benefits such as the creation of effective lessons, classroom management, and improved stakeholder communication, its successful implementation hinges upon teachers' possession of the requisite skills, knowledge, and willingness. The objective of this study is to evaluate the attitudes and preparedness of Tamil medium teachers in Sri Lanka with regard to their utilization of ICT in teaching and learning. Various previous studies have examined the use of ICT in education, encompassing investigations into teachers' attitudes and integration of ICT, training in International Computer Driving License (ICDL), and factors that influence teachers' adoption of ICT. However, this study focuses specifically on the readiness of Tamil medium teachers in Sri Lanka, an area that has yet to be thoroughly explored in previous research. A survey was conducted among 400 teachers, revealing that the majority exhibited a positive outlook toward the adoption of ICT and displayed a willingness to incorporate it into their teaching and learning processes. Nevertheless, teachers encountered difficulties when attempting to integrate ICT due to the economic crisis prevailing in the country. Consequently, it is imperative for the government and pertinent authorities to ensure the accessibility of affordable ICT equipment for both teachers and students. This study emphasizes the significance of assessing teachers' readiness and attitudes toward the implementation of ICT in their teaching and learning practices in order to ensure its successful integration.

BAZE UNIVERSITY COMPUTER SCIENCE STUDENTS' PERSPECTIVES ON PEN AND PAPER EXAMS FOR PROGRAMMING, AND DATABASE MANAGEMENT

Information and communication technology (ICT) is becoming common in various industries, including education. Technology enhances teaching and learning. It aids instructors to do their part as pedagogical environment designers. ICT enables teachers to make their lessons engaging and understandable for students at all levels of educational programs. ICT integration in education is a technologically oriented teaching and learning process that is closely related to the usage of ICT as educational instruments in classrooms. Baze University fully utilizes ICT for both teaching and learning. In addition, the students of the Department of computer science at Baze University are been thoroughly exposed to the theoretical and practical applications of programming languages and constructs. Although anecdotal evidence and some published data suggest that paper-based exams are still frequently utilized in introductory computer programming and design courses, students frequently express a preference for computer-based exams. At Baze University, students are been examined using the pen-and-paper examination method throughout their study. The research approach was centered on a quantitative research methodology, utilizing focus group sessions for data collection to acquire data from 200 – 300 level students. The purpose of the research is to determine the satisfactory level of students that are been assessed using pen-and-paper exam methods for programming, database, and system design courses at Baze University. The findings of the research show that Baze University students would generally prefer a computer-based exam approach for programming, and database management courses.

Research on the Content, Technological, and Pedagogical Knowledge (TPACK) of Chemistry Teachers During Remote Teaching in the Pandemic in the Light of Students’ Perceptions

Aim/Purpose: The objective of this study is threefold: (i) investigate how a group of subjects see the relationship between the integration of content, pedagogical and technological knowledge of their chemistry teaching in light of the teaching practices developed during the pandemic; (ii) present a framework for the integration of digital technologies in chemical education; and (iii) integrate empirical research on teachers’ relationship with technology in the remote classroom during the pandemic. Background: The COVID-19 pandemic has imposed changes in the ways of teaching and learning and has affected educational contexts at all levels of education. While technology has been instrumental in providing access to education during the pandemic, it has also revealed a picture of serious technological inequality, especially among students. The adoption of technology in education is an old topic in Brazil but still requires studies and advances in the implementation of Information and Communication Technologies (ICT) in education. With regard to teaching Chemical Science, the study of the skills and knowledge that teachers need to carry out an effective and efficient integration of ICT in education is still a priority at any educational level. Methodology: The research method used was qualitative with an interpretive paradigm that involved 324 Licentiate and Baccalaureate students in Chemistry from public educational institutions in the five regions that make up the Brazilian territory. Data were collected through an online survey and, after being exported it was analyzed using Python software. In order to reduce the number of variables, exploratory factor analysis was carried out followed by a reliability analysis of the adopted factors, in addition to subsequent comparisons between the means related to the three factors for each of the categorical variables present in this work (Gender, Age, Region, Teacher Education, Period, and Course). Contribution: This article analyzes the perceptions of these chemistry students in Brazil regarding the effective integration of content, pedagogical and technological knowledge of their chemistry teachers during the pandemic. It also proposes a framework of a model constituted from the amalgamation between Johnstone’s triangle and the conceptual structure TPACK whose aim is to teach chemistry by interrelating the macroscopic, symbolic, and submicroscopic levels incorporated into technologies. Findings: The results of this research allow us to conclude that of the three main knowledge areas proposed in the TPACK model, the field of Knowledge mostly Scientific of chemistry teachers (Factor 1) was pointed out as the most deficient when investigated in the light of the perceptions of the students. The model developed and presented in this study, which integrates TPACK into the Johnstone Triangle, proposed a theoretical framework that explains the integration of technology into the chemistry curriculum and gives teachers a very important role in its use and appropriation to facilitate the integration of technology in an effective way, thus adding improvements to the construction of chemical knowledge of their students. Recommendations for Practitioners: This study found that it is necessary for chemistry teachers to carry out training courses to improve the development of ICT-related skills and, consequently, to use the knowledge that composes the TPACK structure in interrelated ways so that chemical instructions can be used in a pedagogically appropriate manner and effectively to improve students’ chemistry learning experience. Recommendation for Researchers: This study involved only higher education chemistry professors and students; therefore, future research is needed involving chemistry teachers from different levels of education to expand our results. In addition, the proposed model that integrates TPACK and Johnstone’s Triangle can be reapplied and improved, and new theoretical and epistemological contributions can be added to the framework to improve the teaching and learning process of chemistry with the support of technologies. Impact on Society: The understanding of the TPACK of higher education chemistry teachers in Brazil can demonstrate weaknesses in the process of incorporating ICT in the classroom during the process of teaching and learning chemistry. Therefore, this research typology can be useful in supporting the development of ICT-related skills, consequently improving teachers’ TPACK. On the other hand, such understanding, by promoting reflections on university chemistry curricula, endorses the need for teachers’ continuing education as a healthy mechanism for a growing integration of technologies in their teaching practices. The proposed model has the potential to align discussions on the use of technology in teaching chemistry, considering the specificities that are inherent and indispensable to the understanding of chemical knowledge. Future Research: Future research should be to further improve the use of the proposed model that integrates Johnstone’s triangle and the TPACK conceptual framework in teacher training, using it fully to guide the development and promotion of teacher training courses regarding the insertion of teaching technologies in a pedagogical way to teach chemistry in its different dimensions.

An Analysis on the Effectiveness of ICT Integration In Learning in Higher Education Institutions in Covid-19 Era

ICT is utilized extensively in education for several reasons, one of which is that it improves the effectiveness of teaching techniques for both teachers and pupils. ICT integration in education is most often used to describe a technologically oriented teaching and learning process that is closely related to the usage of educational resources in classrooms. Even in the face of unforeseen setbacks like the Covid-19 epidemic, teaching and learning may go on using information and communication technologies (ICT). Instead of being completed in a single phase, ICT adoption is a continuous process that fully supports teaching, learning, and information resources. The purpose of this study was to determine how ICT integration impacted classroom instruction in higher education institutions in light of the Covid-19 outbreak. For this inquiry, a mixed-methods methodology was employed. Data were gathered from both primary and supporting sources. The legitimacy and validity of this study were guaranteed by its quantitative methodology, which provided a clear picture of how ICT integration has helped higher education institutions throughout the Covid-19 pandemic. 207 out of the 225 individuals in the study's sample returned their questionnaires, giving it a 92% response rate. The findings show how ICT integration is highly advantageous for both teachers and students. Teachers who are well-prepared with ICT tools and resources are one of the critical components in the success of technology-based teaching and learning, according to study. According to the results, 50% of respondents thought ICT was very effective, giving it a grade of 75%; 34.4% gave it a rating of 50%; and 15.6% gave it a rating of 25%. Less users accessing the online learning, a lack of ICT resources (9.4%), a lack of internet connections (28.1%), and a lack of online teaching resources (12.5%) were among the challenges faced by 50% of the participants. The researcher's findings indicate that for teachers and students to get the most from ICT adoption, the first phase must be effective. The researchers recommend that the ICT infrastructure at the universities be updated. Plans for addressing any economic issues that colleges and universities may be facing should be developed by the management. ICT equipment may be exempted from taxation or subject to reduced taxation under certain policies, increasing accessibility. Government incentives could also be provided to service providers to increase the scope of their network.

The advantages of Implementing ICT IN Teacher Education

The rapid rise of the information and communication technologies (ICT) has grown to be one of the supreme themes investigate by educational researchers over the past two decades. This is due to the school’s capacity to provide dynamic and proactive learning and teaching environment. The use of ICT by teachers is required into their daily teaching in order to substitute modern techniques with modern tools and infrastructure to stay up with the current digital era. One of the most pressing concerns facing education today is incorporating technology into the classroom. It is past time for us to look outside the four walls of our classroom and work combined with other institutions and civilizations to rejuvenate education. The paper’s main attention is on successful integration of ICT in education, which will considerably contribute to meeting students needs for studying anywhere, at any time. ICT Integration into the learning and teaching process is a rapidly evolving topic with a wider range of definitions depending on one’s perspective. A widely held belief is that the integration of ICT process, as well as a concrete model for teachers, should be developed in order to increase student’s learning. Considering the concept that the integration method ought to improve student learning. It is necessary to give an integrated perspective in the implementation of process and the Improve some specific example for teachers. As a result, the primary goal of this research is to create a model for evaluating integration of ICT and assisting students in improving their learning.

Integration of Information and Communication Technology in Education: The Opportunities and Challenges

This paper examines the integration of information and communication technology (ICT) in education with its challenges and opportunities. Particularly, it aims to explore how the integration of information and communication technology and tools in education have created the opportunities and challenges to teachers, students, and even to educational institutions. I reviewed books, journals and research articles to examine the integration of ICT in education, the opportunities and challenges of implementing ICT in education and some ways to mitigate these challenges. From the review of various sources, I found the growing use of ICT in education sector creating both opportunities as well as challenges. The study revealed that the integration of ICT in education has been prioritised by many countries in the world. This study also showed the necessity of integrating ICT in education system to replace the traditional pedagogy and offer relevant knowledge and skills to both students and teacher to better survive in contemporary information society. This study suggests to redesign the educational infrastructure, teacher training, curriculum structures and materials, classroom practices and modes of assessment at all levels to integrate and implement ICT in education system effectively.

SYSTEMATIC LITERATURE REVIEW OF INTERVENTIONS SUPPORTED BY INTEGRATION OF ICT IN EDUCATION TO IMPROVE LEARNERS' ACADEMIC PERFORMANCE IN STEM SUBJECTS IN KENYA

Poor Learners' Academic Performance in Science, Technology, Engineering & Mathematics (STEM) Subjects has become one of the main problems of education systems in many countries and worldwide learning institutions. They are expected to become more common in the forthcoming decades. This article aims to provide a systematic literature review and a descriptive evaluation of the interventions supported by the integration of information and communication technology (ICT) in education to improve learners' academic performance in STEM Subjects. This paper adopted a systematic literature review of five databases namely: -Emerald, EBSCOhost, JSTOR, Wiley Online, and Taylor & Francis. The paper provides a quantitative and qualitative description of `critical studies about Interventions Supported by Integration of ICT in Education for the Improvement of Learners' Academic Performance in STEM Subjects in Kenya. The following factors were considered for the analysis: teacher's plausible skills capacity interventions, Access to ICT in Education, and availability of digital content in the cloud. The systematic review demonstrated that interventions supported by the integration of information and communication technology (ICT) in education to improve learners' academic performance in STEM Subjects have several gaps that need to be addressed to make them more effective. Study findings show varying perspectives regarding ICT integration in STEM subjects. ICT access, skills capacity interventions, and access to cloud digital content pose a challenge in teachers' pedagogical practices, affecting learner performance. Despite the comprehensive literature search and review across geographical regions within limits of time and access, it is clear that the study findings prepare the ground for further research and the possibility of capacity-building interventions,
 This paper has established a need for a more effective pedagogical design promoting technology-supported collaborative learning to prepare learners for the twenty-first century STEM subjects. Further, this study recommends future studies to evaluate interventions to overcome barriers, including teacher access to ICT Education in parts of the world, technology infrastructure, software, and relevant teacher training curriculum for STEM competencies. In addition, further work is required to address the challenge of the glaring lack of access, relevant content, and the necessary infrastructure for digital cloud solutions, particularly with rich STEM subjects’ content.

Exploring the Perspectives of Basic School Ghanaian Language Teachers on the Integration of ICTs in Teaching and Learning

Since the advent of Information and Communication Technology (ICT), teaching and learning have somewhat taken a paradigm shift. It is, thus, imperative for teachers in all disciplines to appreciate the essence of integrating ICTs in teaching and learning. In this regard, this study sought to explore Basic School Ghanaian Language teachers’ perceptions of ICT integration in Ghanaian language teaching. The study employed a descriptive survey design. Stratified random sampling was used to obtain data from 205 teachers in the Bono, Bono East and Ahafo region of Ghana. Analysis of data collected through a self-developed questionnaire reveals that Ghanaian language teachers exhibit a positive perception of ICT integration in education. However, in practice, they tend to integrate ICT in their instruction on occasional basis. Also, it was revealed that a lack of financial support for ICT resources and lack of in-service training on ICT use were factors that militated against ICT integration in Ghanaian language teaching. Finally, the study revealed a statistically significant difference between degree holders and diploma holders’ perception of ICT integration in teaching and learning Ghanaian language.

Factors affecting ICT integration in TURKISH education: a systematic review

This research aims to reveal factors affecting Information and Communication Technologies (ICT) integration in learning environments in Turkey. The meta-synthesis method is used to make in-depth analysis and to interpret qualitative research findings on this issue. Through inclusion and exclusion criteria, 60 studies among 907 candidate studies accessed from databases named Web of Science, Education Resource Information Center (ERIC) and the Turkish Academic Network and Information Center (ULAKBIM) are included in this research. As a result of analyses, it is revealed that ICT integration into learning environments in Turkey is affected by five factors; students, educational material, infrastructure, management, and teachers. Considering these factors, it has been found that certain factors become prominent namely: the ICT and pedagogy competence of teachers; students’ ICT competence; a lack of technical equipment and technical support; a lack of educational materials; the attitudes of school administrators; and the quality and lack of in-service training for ICT. It is concluded that the factors affecting the ICT integration in education are directly or indirectly related to each other, and that ICT integration should be addressed with all its stakeholders and phases as a whole.

Integración de las TIC en el currículo desde la perspectiva de los investigadores que incurren en la temática

El presente artículo tiene como objetivo realizar un análisis de la literatura sobre la integración de las Tecnología de la Información y la comunicación (TIC) en el currículo en el ámbito de la educación superior, resultado de la primera etapa de un trabajo más amplio donde se diagnosticó el uso de las TIC durante la actividad investigativa en la Universidad Nacional de Loja (UNL) de Loja, Ecuador. Se utilizaron descriptores en español: empleo de las TIC, integración de las TIC en educación, integración curricular de las TIC en la educación superior, currículo, integración. La captura de los datos se realizó con el apoyo de distintas bases de datos en el Sistema de Información Científica Red de Revistas Científicas de América Latina, el Caribe, España y Portugal (Redalyc), Google Académico, Latindex. A partir del tratamiento de la información se seleccionaron 24 artículos en los cuales se analizaron los títulos y contenido. Se obtuvieron algunos comportamientos ya enunciados en la literatura y en otros casos, se precisa de una discusión vigente a partir de características esenciales para comprender cómo se caracteriza la integración de las TIC en el currículo en la educación superior.

A comparative analysis of policies, strategies and programmes for information and communication technology integration in education in the Kingdom of Saudi Arabia and the republic of Ireland

This paper provides a comparative analysis of policies, strategies and programmes for Information and Communication Technology (ICT) integration in primary and post-primary education, that were active in the Kingdom of Saudi Arabia (KSA) and in the Republic of Ireland in 2016. The analysis showed that while KSA was a relative newcomer to the integration of ICT in education, it was responsive in seeking to enhance the quality of education and support transitions to the knowledge economy through a range of initiatives, including: reform of the curriculum, provision of teacher professional development in ICT integration, and supply of computer technologies and infrastructure. However, as in the Irish context, the framing of the ICT in education’ policies, strategies and programmes needed to be strengthened through participatory partnerships with key stakeholders that endured throughout the life-cycle of ICT policy implementation in primary and post-primary settings. Furthermore, the review showed a need for governments in both jurisdictions to make better provision for financial and human resourcing to fully operationalize the teacher training and supports necessary for effective integration by teachers of ICT in primary and post-primary settings. Finally, the evaluation protocols within ICT in education’ policies, strategies and programmes in both countries needed to be re-casted to make evidence of their enactment publicly available in a timely manner. Moreover, the resultant evaluation reports further needed to be detailed at a level that made visible the national progress on ICT integration in schools, and the corresponding impact on learners’ ICT skills and broader competencies.

The Influence of Teachers’ Professional Development Activities on the Factors Promoting ICT Integration in Primary Schools in Mongolia

This paper examines the influences of professional development activities on important teacher-level factors that are important for the use of Information and Communication Technology (ICT) in education for primary school teachers in Mongolia. The study utilizes the survey data collected in 2012 (n = 826) and 2016 (n = 1161) to identify the changes in factors that are important to the use of ICT in education. The study result shows that six teacher level factors that are important for the ICT integration have been improved over time through professional development activities. These are professional competency in educational use of ICT, collaboration for ICT integration, benefits on use of ICT, autonomy to innovate, recognition as a professional, and skills and practices in educational use of ICT. This provides supporting evidence to educational practitioners for the implementation of effective professional development programs to promote ICT integration in education, especially in the developing country’s context.