Information And Communication Technology Tools Research Articles

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.

The Role of Technologies on Women Entrepreneurship: A Case Study of Online University

This study delves into the dynamic nexus between technology and women entrepreneurship within the context of online universities. It embarks on a comprehensive exploration through a literature review, scrutinizing the transformative impact of Information and Communication Technology (ICT) on women's entrepreneurial endeavors while elucidating associated challenges. With three distinct research objectives, the study aims to dissect the influence of ICT on women's entrepreneurship, assess the efficacy of technological tools, and unearth strategies for bolstering the role of women entrepreneurs in online university landscapes. Methodologically, the research leverages a survey-based approach, engaging a sample population of 50 women enrolled in online university entrepreneurship programs across diverse disciplines such as medicine, journalism, and economics. The analysis of the survey data unveils a spectrum of perceptions regarding ICT infrastructure, the instrumental role of ICT tools, and perceived obstacles and opportunities encountered by women entrepreneurs. Drawing insights from the findings, the study puts forth actionable recommendations to harness technology effectively in fostering the growth and empowerment of women entrepreneurs within online educational milieus. Ultimately, this research contributes to a nuanced understanding of the intricate interplay between technology and entrepreneurship, particularly in the context of online universities, while advocating for strategies to enhance women's participation and success in entrepreneurial ventures.

Tackling Digital Degree in Education: Optimal Use of Green Information and Communication Technology (GICT)

The COVID-19 pandemic has resulted in a significant increase in the use of Information and Communication Technology (ICT) in all areas of the education sector, particularly in developed economies as well as developing countries, regardless of preparedness. This is because, under the new normal, ICT adoption has become ubiquitous and fast-moving, even in the face of impending challenges. In the case of education, in particular, the disruption caused by the pandemic has caused ICT to become an instantaneous apparatus that has sustained the teaching and learning sector during the global lockdown that ravaged the world between 2019 and 2020, with consequences that are still visible today. Once more, the pandemic's outbreak made it clear to world leaders in numerous developing nations that they had no option but to use an ICT tool that was accelerating the growth of their countries' national knowledge bases. Notwithstanding the apparent difficulties integrating ICT into teaching and learning, the COVID-19 pandemic's effects accelerated the spread of ICT, forcing teachers and students in Nigeria and, in fact, around the world, to work online despite their readiness in terms of knowledge, abilities, and resources. In today's globalized world, ICT has become indispensable in filling gaps in the education sector, but it is also important to recognize the role of green information technology. This study examined how ICT instantly filled in the educational gaps during a pandemic-related lockdown, as well as how Green IT impacts our ecology. In order to truly close the digital divide that existed in the education sector in today's carefree world, the research has supplied the essential information and details, as well as recommendations for how to best use ICT tools to secure the ecosystem. Keywords: ICT, Covid -19 Pandemic, Green IT, Digital Divide. Aims Research Journal Reference Format: Malasowe, B.O., Okpor, M.D. & Edim, B.E. (2024): Tackling Digital Degree in Education: Optimal Use of Green Information and Communication Technology (GICT). Advances in Multidisciplinary and Scientific Research Journal Vol. 10. No. 1. Pp 67-76. www.isteams.net/aimsjournal. dx.doi.org/10.22624/AIMS/V10N1P5

The Impact of ICT Adoption in Enhancing Teaching and Learning in Primary Schools of Amathole East District, Eastern Cape

This study examines how information and communication technology (ICT) impacts the schooling environment within the primary sector in South Africa's Eastern Cape Province's Amathole East District. ICT adoption in education can fully modify the ways that instruction and learning are given to students, but it also comes with obstacles, especially in the rural primary schools in the Amathole East District. This research intends to shed light on the current ICT status adoption of Amathole East District's primary schools. Three primary schools were chosen, and three research participants from each school were chosen using the purposive sample technique. Data were gathered through focus groups and in-person interviews. The acquired data were analyzed and presented using a thematic approach. It was revealed as the findings that while teachers were willing to embrace ICTs into teaching and learning and had a good attitude toward technology adoption, they needed the necessary ICT competencies. Furthermore, several challenges and barriers were identified, and these included inadequate ICT infrastructure, a shortage of teacher training in technology integration and a lack of access to ICT tools. The study concludes that teacher training programs be expanded, invest in infrastructure development, and develop a comprehensive ICT policy framework. Taking the research's findings into account, the research offers practical recommendations in enhancing ICT adoption, investing in infrastructure development, expanding teacher development opportunities, to formulating a comprehensive ICT strategy framework so that schools are ready to run virtually in the event of another pandemic related to COVID-19.

Determinants of Implementing an Information and Communication Technology Tool for Social Interaction Among Older People: Qualitative Content Analysis of Social Services Personnel Perspectives.

Older people are particularly vulnerable to social isolation and loneliness, which can lead to ill-health, both mentally and physically. Information and communication technology (ICT) can supplement health and social care and improve health among the vulnerable, older adult population. When ICT is used specifically for communication with others, it is associated with reduced loneliness in older populations. Research is sparse on how the implementation of ICT, used specifically for communication among older people in social services, can be performed. It is recommended to consider the determinants of implementation, that is, barriers to and facilitators of implementation. Determinants related to older people using ICT tools are reported in several studies. To the best of our knowledge, studies investigating the determinants related to the social services perspective are lacking. This study aims to explore the determinants of implementing the Fik@ room, a new, co-designed, and research-based ICT tool for social interaction among older people, from a social services personnel perspective. This study used an exploratory, qualitative design. An ICT tool called the Fik@ room was tested in an intervention study conducted in 2021 in 2 medium-sized municipalities in Sweden. Informants in this study were municipal social services personnel with experience of implementing this specific ICT tool in social services. We conducted a participatory workshop consisting of 2 parts, with 9 informants divided into 2 groups. We analyzed the data using qualitative content analysis with an inductive approach. The results included 7 categories of determinants for implementing the ICT tool. Being able to introduce the ICT tool in an appropriate manner concerns the personnel's options for introducing and supporting the ICT tool, including their competencies in using digital equipment. Organizational structure concerns a structure for communication within the organization. Leadership concerns engagement and enthusiasm as driving forces for implementation. The digital maturity of the social services personnel concerns the personnel's skills and attitudes toward using digital equipment. Resources concern time and money. IT support concerns accessibility, and legal liability concerns possibilities to fulfill legal responsibilities. The results show that implementation involves an entire organization at varying degrees. Regardless of how much each level within the organization comes into direct contact with the ICT tool, all levels need to be involved to create the necessary conditions for successful implementation. The prerequisites for the implementation of an ICT tool will probably change depending on the digital maturity of future generations. As this study only included 9 informants, the results should be handled with care. The study was performed during the COVID-19 pandemic, which has probably affected the results.

Factors Affecting Utilization of Information and Communication Technology (ICT) in Agricultural Sector: A Case Study in Upper Brahmaputra Valley Zone of Assam, India

In a country like India agriculture is the major economic players in economic aspects, which is the great source of revenue is more than 50% of the population of India. The country’s economic sector is based on the agricultural activities that play a significant role in the national development. Of late, ICT plays a significant role in the development of agriculture. It is widely acknowledged that improved information flow benefits both individual businesses and the agriculture industry. Nonetheless, gathering and sharing information is frequently expensive and challenging. By using information technology (IT), it is possible to lower the cost of information dissemination while simultaneously providing more information to all stakeholders involved in the agriculture industry. But the part of agriculture to the economy as well as the economic condition of the farmers is not what they should have been in this era of technology in a state like Assam. The aim of this study is to find the utilization in agricultural sector in the upper Brahmaputra valley Zone of Assam. This paper tries to discuss the factors affecting utilization of ICT tools in agriculture by using Binary Logistics Regression Model. Apart from higher level of education (.252) and size of land holding (.003), other factors like age (-.076), extension contact (-.282) and participation in media (-3.554) are found to be negatively influenced in the knowledge of ICT in agriculture among the farmers in the study area. Organzing awareness and training programme may help the farmers to utilize ICT in agricultural sector.

ASSESSING THE ATTITUDE OF TEACHER EDUCATORS TOWARDS THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN TEACHING LEARNING PROCESS

The purpose of the present study is to assess the attitude of teacher educators in relation to gender, qualification and experience towards the integration of Information and Communication Technology (ICT) in teaching learning process. The survey was conducted in 10 Government and Private Teacher Education Institutions of Kashmir Division (UT of J&K, India). Descriptive survey method was employed for the present investigation. Stratified sampling technique was used to select the sample of 100 teacher educators teaching in government and private institutions. Data collection technique employed in this present study was Attitude Scale towards Information Technology for Teachers (ASTITT-IN) by Nasrin and Islahi (2012). The data analysis was performed using descriptive statistics such as Mean, Standard Deviation, percentage and t-test. The study reveals that there was no significant difference in the attitudes between male and female teacher educators. However, a notable distinction emerged in the attitudes of teacher educators from government and private institutions was that the teacher educators from government institutions were found to possess higher level of favourable attitude towards ICT. The study also delved into the impact of professional experience on teacher educators' attitudes towards ICT integration and the findings indicate a noticeable difference based on the participants' experience levels. A small subset of educators exhibited a highly positive attitude towards ICT integration while the majority displayed a generally positive orientation. This study contributes to the existing literature by providing insights into the nuanced perspectives of teacher educators in both government and private institutions regarding ICT integration. The identified variations based on institutional affiliation and experience levels underscore the need for tailored strategies and interventions to foster a more widespread positive attitude towards the incorporation of ICT tools in the education sector and prepare teachers to teach effectively with technology.

The Use of ICTs in Front Office Department

This research project investigates the effective implementation and impact of Information and Communication Technologies (ICTs) within the Front Office Department of hotels. The study aims to evaluate the contribution of ICTs to operational efficiency, customer satisfaction, and overall performance in customer-facing organisational functions. Utilising a cluster sampling approach, incorporating surveys, and case studies, the research assesses the current usage of ICT tools, identifies challenges and opportunities, and proposes strategies for improved integration. The study explores the diverse ICT applications adopted by front office departments, including customer relationship management (CRM) systems, communication platforms, and data analytics tools. The research assesses the efficacy of these technologies in streamlining processes, enhancing communication, and cultivating a responsive and customer-centric environment. The findings offer valuable insights for both academic researchers and industry practitioners that are seeking a comprehensive understanding of the ways in which ICTs influence front office operations. The research not only highlights successful implementations but also addresses potential hurdles and considerations for hotels aiming to harness ICTs for optimal front office performance. Lastly, the study provides a solid foundation for future research and offers practical recommendations to guide hotels in elevating their front office capabilities through thoughtful ICT integration.

ICT Tools for Open Educational Resources Used in an Open Distance E-learning Institution in the Fourth Industrial Revolution Era

Open educational resources (OER) are gaining popularity in higher education spaces and more attention in open distance e-learning (ODeL) institutions as they are gradually substituting printed prescribed textbooks in the teaching and learning space. The adoption and development of OER have been researched; however, the roles of knowledge management tools in storing and disseminating the resources are not well articulated. This research explores the use of knowledge management tools in an ODeL learning context. ODeL institutions use knowledge management tools and a host of other information and communication technologies (ICT) to deliver and facilitate synchronous and asynchronous learning and bridge transactional distance. Therefore, this study employed a qualitative approach to investigate ways in which lecturers use knowledge management tools to embrace and create OER. A case study approach was used at one ODeL institution. The knowledge management cycle (KMC) was chosen as the theoretical framework of the study. The key finding demonstrates that lecturers utilised a wide range of ICT tools for the storage, collection, and dissemination of OER as part of knowledge production. The study proposes the extension of the KMC from three cycles to four where “system” is added. There is a significant need for policy, impact, and the matrix to be covered under the system cycle. The study recommends that scholars who are investigating any IT artefact opt for an extended KMC where impact and user metrics will be evaluated, as this will enhance academic support.

Evaluating the use of ICT Tools in Precision Agriculture for Efficient Pesticide Management

The research study aims to investigate and evaluate the use of ICT (Information and Communication Technology) tools in precision agriculture for efficient pesticide management. Precision agriculture, as a modern approach to farming, leverages technology to optimize crop production practices. However, the potential benefits of ICT tools, specifically in pesticide management, require further investigation and assessment. The findings of this research endeavor will provide valuable insights into the role of ICT tools in precision agriculture for pesticide management. The evaluation will shed light on the benefits and challenges associated with deploying these tools, including their impact on reducing pesticide use, optimizing resource allocation, and promoting environmental sustainability. Moreover, the research will contribute to the identification of best practices and key considerations for the successful integration of ICT tools in the realm of precision agriculture. Overall, this research will enhance our understanding of how ICT tools can revolutionize pesticide management and pave the way for more efficient and sustainable agricultural practices. The findings will serve as a crucial reference for farmers, policymakers, and researchers seeking to optimize pesticide usage, minimize environmental risks, and improve overall crop yield in the context of precision agriculture.

Teachers’ Perceived Value of Integrating ICT in Transposing English Language Teaching in Nepal

In the evolving landscape of English Language Teaching (ELT), the integration of Information and Communication Technology (ICT) has emerged as a fundamental pedagogical approach. This research delves into the perceptions and value attributed by teachers in Nepal towards the incorporation of ICT tools and methodologies in their teaching practices. I have used content analysis method to gather the related field of studies and analysed the data. Findings indicate that significant challenges such as limited technology access, lack of trainings, administrative support, over-load of unnecessary paper-work cause major obstacles in transposing ICT in classroom. However, ICT also offers great opportunities to transfer the traditional teaching practices, develop ICT skills, access to vast source of information and more importantly, the potential era for a paradigm shifts in the recent practices. The study emphasizes the need for a strategic approach, including investment in technology infrastructure, teacher training and supportive policy environment, to enhance ICT integration in ELT classrooms. In addition, the study provides valuable insights for policy makers, educators, researchers, and other stakeholders in their efforts to integrate ICT in teaching and learning in Nepal. Most importantly, this research contributes to the escalating discourse on ICT integration in ELT by providing nuanced insights grounded in the Nepalese context. The findings advocate for a holistic approach encompassing infrastructural development, targeted professional development initiatives, and transformative pedagogical strategies to optimize the potential benefits of ICT in transposing English language teaching practices in Nepal.

Promoting Digital Literacy: Assessing Teachers Readiness in Utilizing Information and Communication Technology for Learning in Rural Area

This research aims to evaluate and ascertain the readiness of teachers to utilize Information and Communication Technology (ICT) in educational settings, with a particular focus on rural environments. By examining teachers' preparedness in employing ICT, the study sheds light on the unique conditions and phenomena associated with technology use in learning activities in rural areas. The methodology adopted for this research was a descriptive qualitative approach, using a case study design focused on the island of Belitung. The study involved 12 classroom teachers from three elementary schools in Badau Village as research subjects. Data were gathered through interviews and document analysis, employing thematic analysis techniques for data interpretation. To ensure the validity of the data, techniques of technical and source triangulation were used. The findings indicate six themes regarding the teachers' readiness to use ICT, including teachers' proficiency in operating laptops/computers, and their capability to plan, select, and integrate ICT tools for educational and administrative purposes. Additionally, skills in collaboration, using the internet, and leveraging other advanced applications are deemed crucial. The study also reveals that teachers need to comprehend their roles and functions in adapting to ICT developments, thereby aligning their readiness with the standards of professional teacher competency. The study highlights the need for teachers to understand their roles in ICT adaptation, aligning with professional competency standards. These insights provide a framework for future research, policymaking, and practice enhancement in educational ICT, aiming to improve educational quality and effectiveness in the digital age.

ICT as a tool to optimise foreign language teaching in the HEI

Relevance. In just two decades, our world has changed to such an extent that today's so-called generational differences are no longer limited to different world views and prevailing social relations � today it is often the case that members of the same family, representing different generations, function in very different realities. The generation of the globalisation age has been trained to value completely different values: openness and tolerance, which are shaped by the Internet and open international borders; flexibility and mobility � in work and education; finally, a better understanding of working with technology, above all electronic, information and communication technology, because without this competence it is impossible to imagine functioning in the modern world. This shift necessitates that educators adapt to incorporate modern digital tools to meet the demands of a diverse, technologically integrated world.Purpose. The purpose of the study is to help future teachers become aware of the importance of modernising and constantly developing their professional workshop during their career, and to offer suggestions for improving their lessons by using the achievements and tools of ICT (Information and Communication Technology) in their educational activities and introducing innovations into traditional and well-known teaching and learning methods.Methodology. The following scientific methods were used to write the study: comparison, analysis and synthesis, ascending from the abstract to the concrete.Results. The findings reveal that the incorporation of ICT not only enriches the educational experience but also makes it more dynamic and accessible. Specific ICT tools, such as e-learning platforms and blended learning techniques, have shown significant improvements in engaging students and enhancing the learning process.Conclusions. The practical significance of the work lies in the applied use of the research materials by foreign language teachers, higher education institutions seeking to improve their lectures and by all concerned with such topics.

Advancing Teachers' Professional Development: Exploring Models and Impact Assessment on Ict Integration in Colleges of Education

The integration of Information and Communication Technology (ICT) into education has revolutionized teaching and learning practices, necessitating proficient teacher utilization of ICT tools. This paper explores diverse models of advancing teachers' professional development in ICT integration, assessing their impact on pedagogical practices and educational outcomes. The study employs a mixed-methods approach, highlighting effective strategies and gaps in existing research. Models like collaborative communities of practice, job-embedded learning, and blended learning are examined for their alignment with modern educational goals. Teacher perceptions and attitudes are explored, emphasizing the influence of institutional support and collaborative learning environments. Pedagogical strategies for effective ICT integration, supported by technological resources, administrative backing, and policy frameworks, are discussed. The study's impact assessment reveals improvements in teachers' ICT skills and subsequent positive effects on student learning outcomes. Recommendations for best practices, such as customization, blended formats, and administrative support, are derived from the findings. Overall, the research underscores the multifaceted approach necessary for successful teacher professional development in the context of ICT integration, enhancing the quality of education

A Comprehensive Review Of ICT Integration In Enhancing Physics Education

This comprehensive review explores the landscape of Information and Communication Technology (ICT) integration strategies in physics education, aiming to provide a holistic understanding of the current state of affairs and offer insights for future developments. The review synthesizes findings from a diverse range of studies, encompassing various ICT tools and methodologies employed in physics education globally. The analysis begins by identifying key ICT integration strategies that have demonstrated efficacy in enhancing student engagement and learning outcomes. The review sheds light on the evolving role of technologies such as Learning Management Systems (LMS), multimedia tools, and flipped classroom models in the physics education domain. Notably, the synthesis underscores the importance of considering cultural contexts and the need for cross-cultural comparisons in studying ICT integration. Challenges and opportunities associated with ICT integration are critically examined, emphasizing issues of access, instructor preparedness, and potential biases in existing literature. The implications of these challenges extend to recommendations for future research, including the necessity for longitudinal studies, cross-cultural investigations, and exploration of under-researched areas. Moreover, the review highlights the impact of ICT integration on diverse student populations and advocates for a more inclusive approach in designing educational interventions. The research implications encompass the identification of effective strategies, exploration of understudied areas, and the need for professional development interventions to enhance instructor readiness. This abstract encapsulates a roadmap for future research, emphasizing the potential of longitudinal studies, cross-cultural comparisons, and investigations into the impact of ICT integration on diverse student cohorts. Overall, this review contributes to the ongoing discourse on optimizing physics education through the judicious integration of Information and Communication Technologies.

Connecting the fields: How ICT improve agricultural productivity in sub‐Saharan Africa

AbstractThis study seeks to conduct a comprehensive analysis of the influence of information and communication technology (ICT) on agricultural productivity in sub‐Saharan Africa (SSA), both through direct and indirect mechanisms. Utilizing data gathered from a sample of 20 sub‐Saharan African nations spanning the period from 1995 to 2014, we employ a rigorous examination through static and dynamic panel models. Our findings robustly indicate a substantial and positive impact stemming from the presence of mobile phones and internet coverage on agricultural productivity in the region. Furthermore, we uncover the indirect effects of ICT, notably through its influence on farmers' education levels and their access to essential agricultural inputs, such as fertilizers. To validate the robustness of our results, we additionally establish a positive and statistically significant association between an ICT adoption index and agricultural productivity in SSA. In light of these findings, we recommend the prioritization of strategies aimed at fortifying the adoption of communication technologies within the agricultural sector. In addition, efforts should be directed toward enhancing farmers' education and improving access to fertilizers, leveraging the potential of ICT tools as key enablers in this process.

AN EXPLORATION OF THE INTEGRATION OF ICT IN MATHEMATICS LESSONS IN SECONDARY SCHOOLS, GARISSA COUNTY, KENYA

The integration of Information and Communication Technology (ICT) in education has brought about significant transformations in teaching and learning processes. In a mathematics classroom, ICT offers unique opportunities to enhance students' engagement, promote critical thinking, and foster conceptual understanding. This study explores strategies employed by mathematics teachers in integrating ICT into their lessons. The research design was a descriptive survey. The study was informed by the Diffusion of Innovations Theory. The target population consisted of 18 public secondary schools located in Garissa County. A sample of 267 mathematics students was selected using simple random sampling, while purposive sampling was used to select 18 mathematics teachers and 10 school principals from the ten selected schools. Data were collected through interviews with school principals, classroom observations, and surveys given to Mathematics teachers and students. Data were analyzed using descriptive and inferential statistics. Bar graphs were used to present the results. Findings revealed that projectors, printers, and smart televisions were the main ICT tools available for teaching mathematics, while GeoGebra was the most commonly used software by mathematics teachers. PowerPoint presentations and whiteboard displays were commonly used by teachers during mathematics lessons. Based on the findings, one conclusion is drawn: the scarcity of ICT resources hindered effective mathematics instruction. The study recommended the acquisition of more ICT resources for teaching and learning Mathematics. The study's findings can inform policymakers and education stakeholders to efficiently utilize ICT in the mathematics classroom and enhance students' mathematics performance.

Requisite Information and Communication Technology Skills and Knowledge for Fostering Embedded Librarianship Practices in Tanzania

This study has examined librarians’ possession of information and communication technology (ICT) skills and knowledge that are requisite to practicing embedded librarianship in Tanzanian academic libraries. An exploratory cross-sectional design and qualitative and quantitative approaches have been employed by the study to collect data from 166 librarians and 6 library directors. While the data collected using a questionnaire have been analyzed using Statistical Product and Service Solutions version 21, those collected using interviews have been analyzed thematically. The study reveals that librarians have inadequate ICT skills and knowledge needed to effectively implement embedded librarianship. More specifically, the librarians lack the skills and knowledge needed to deploy sophisticated ICT tools, software, and online platforms. Regarding the ways through which librarians acquired the ICT skills and knowledge they had, the study reveals diverse sources. To effectively practice embedded librarianship, the study recommends both long-term and short-term ICT training for library professionals.

Social Studies Teachers’ Challenges in Applying ICT Tools for Effective Instruction in Schools for the Deaf in Ghana

This study investigated the challenges faced by Social Studies teachers in applying Information and Communication Technology (ICT) tools for effective instruction in schools for the deaf in Ghana. The study was conducted in accordance with the pragmatist research philosophy and employed a mixed method approach through convergent parallel research design and used questionnaires and semi-structured interviews to collect data from 28 Social Studies teachers and 14 headteachers from the fourteen public schools for the deaf in Ghana. The data from the questionnaire were analyzed using means and standard deviations and that from the interview were thematically analyzed. The findings revealed that teachers used ICT tools such as projectors, presentation clickers, visualizers, and computers in teaching their students with hearing impairments The findings also revealed that Social Studies teachers faced several challenges such as lack of ICT infrastructure, lack of ICT skills, lack of frequent ICT training, lack of ICT support, and lack of ICT motivation. The study recommended more investment by the Ghana Education Service in ICT infrastructure support for Social Studies teachers in schools for the deaf in Ghana to enhance their ICT integration and instructional effectiveness.

Students’ Performance and ICT Capabilities in Quadratic Functions Using GeoGebra

The study explored the relationship between information and communication technology (ICT) self-efficacies and students’ mathematics performance using the GeoGebra software in teaching quadratic functions to senior high school (SHS) students in the West Gonja Municipality of the savannah region. ICT capabilities were defined as the functionalities offered by ICT in mathematics education that students identify and utilize to address their learning needs, including computational and graphing capabilities. The pre-test/post-test non-equivalent control group design with a quantitative research approach were employed for data collection. A sample of 120 participants were selected from three Senior High Schools in the West Gonja Municipality via the stratified random sampling technique. Data were collected through performance tests and students survey questionnaire and analyzed using descriptive statistics, independent samples t-test and correlation analysis. Notably, the study observed that there was comparable/significant difference between the posttest mean scores of students taught using GeoGebra and students taught without it. The results also indicated GeoGebra as an effective technological tool for improving students’ computational and graphing competencies, both of which revealed significant and positive association with mathematics performance. Analysis of the responses of students' opinions/perceptions of GeoGebra as an ICT tool in teaching quadratic functions revealed an overwhelming majority of students had positive perceptions of GeoGebra, considering it an effective tool for teaching and learning quadratic functions, enhancing their understanding, computational skills, and motivation. They also expressed willingness to recommend it to their peers, indicating strong support for its integration into mathematics education. As a result, the study proposed the full integration of ICT into the SHSs’ curriculum. Additionally, it recommended focusing on enhancing the ICT competencies of SHS students to effectively leverage ICT in their educational endeavors.