Information And Communication Technology In Classroom Research Articles

The incidence of information and communication technologies in early childhood classrooms: A systemic literature review

The importance of information and communication technology (ICT) in education has been increasingly acknowledged due to advancements in technology. Prior research has explored several perspectives on the “use of ICT in early childhood education (ECE) and has highlighted many obstacles to its implementation in the classroom setting”. The synthesis of these research does not lean towards a singular perspective or definitive result, so allowing for further investigation of the issue at a more profound level. This systematic literature review seeks to enhance the current body of knowledge on teachers’ attitudes toward the efficacy of using ICT in ECE classrooms. By using PRISMA procedures, a total of 12 studies were selected to investigate the perspectives of teachers about the use of ICT, the current methods employed, and the efficacy of teaching at ECE level. The study’s findings indicate that, in general, teachers exhibit a significant propensity toward the use of ICT in ECE. However, the implementation of ICT in classrooms is constrained by several factors.

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.

An insight into attitude about usage of ICT by teachers in school for hearing impaired

Background: Information and Communication Technology (ICT) in education is the mode of education that depends on digital medium of information transfer for delivery of course content and related learning experiences. Its focus is on utilization of different technologies in order to support, enhance, and optimise the delivery of information. ICT can be used in many ways to help both the students and the teachers gain knowledge on a particular topic/subject. The present study was inclined to look into the attitude of teacher for the hearing impaired towards usage of ICT in classrooms. Methods: Questionnaire which consists of attitude of teachers towards ICT. The questionnaire used for this study was adopted and modified from the original questionnaire designed by Gulbahar and Guven (2008), Ghavifekr and Athirah (2015) that is considered suitable for this research. Descriptive statistics was carried out for analyzing the data in SPSS version 20.0. Results: For all the questions framed to elicit positive opinions, the median values were either 4 i.e. agree is the common response of all the judges. For questions framed to elicit the common response is either disagree or strongly disagree. The responses of the judges suggest that they consider ICT to be helpful for teaching-learning of hearing impaired children. Conclusions: The study was able to demonstrate that ICT tools have gained popularity among the teachers of hearing impaired included in the study.

Barriers Teachers Face in using Information and Communication Technology in EFL Classroom at Duhok University

The growth of information and communication technologies (ICT) has considerably altered teaching and learning processes in higher education. Although ICT has the potential to improve the educational system to a great extent, English departments in ‎the university of Duhok seem to be incapable to achieve these benefits because of specific ‎obstacles. This paper investigates the barriers faced by the teachers at English ‎departments in the University of Duhok in integrating ICT tools in teaching the EFL in ‎classrooms. This study aims at determining the reasons teachers do not use ICT in ‎classrooms. A total of thirty-four English teachers from The College of Basic Education ‎and The College of Languages were involved. A closed-ended questionnaire was ‎distributed and interviews were conducted. The results revealed that the teachers are ‎willing to use ICT in their lessons, but they face many barriers. The main barriers are lack ‎of access to ICT resources, lack of access to the internet inside the classroom, lack of ‎training, insufficient technical support. Moreover, lack of institutional encouragement is ‎another discouraging factor for the teacher to use ICT. In addition, this paper also offers ‎a number of recommendations to reduce these barriers and maximize the beneficial use of ‎ICT in education.‎

Predictors of Portuguese teachers' use of Information and Communication Technologies in literacy classes.

In the last years, the teaching and learning of literacy has changed due to the development of Information and Communication Technologies (ICT). The use of ICT in the classroom depends largely on teachers, who are the key players in its integration. However, several factors influence teachers' decisions to use ICT in their classroom, both internal (e.g., self-efficacy) and external (e.g., school support). Indeed, despite the potential benefits of using ICT, not all teachers use them in their teaching practice. In the present study, we examined which are the main factors influencing teachers' effective use of ICT in literacy classrooms. A total of 125 teachers lecturing Portuguese Language in grades 5-12 participated in this study (M = 50.00 years, SD = 7.88; 89% women). Teachers filled in an online survey, comprising sociodemographic questions (viz., age, gender, education, years of teaching experience, teaching level, school type, and geographical area) and four questionnaires related to ICT and teaching. Results showed that effective use of ICT was predicted by both internal (ICT' self-efficacy and constructivist conception of teaching) and external (lack of access and support, and gatekeepers) factors. These findings may help in the identification of key targets to facilitate the effective use of ICT in literacy classrooms.

Relevance of pre-service teacher training to use ICT for the actual use in classrooms – focus on German secondary schools

ABSTRACT Integrating digital media into education and fostering school students’ competencies in computational thinking and media literacy requires comprehensive information and communication technology (ICT)-related pre-service teacher training. However, it remains unclear whether such training is associated with a more frequent use of ICT in classrooms and the fostering of students’ competencies. Furthermore, it is uncertain if the frequency of ICT use is related to pre-service teachers’ practical experience. These questions are examined based on a representative German secondary school teacher survey (N = 1218) using logistic regression analyses. Taking further variables on school level and teacher level into account, it could be shown that teachers’ self-assessed technological pedagogical and content knowledge to use ICT in instruction is the most relevant predictor of the frequency of use and the fostering of students’ computational thinking. Overall, there were hardly any differences between the more theoretical and the more practical phases of teacher education.

Technology Leadership: Assessing the Competency Level of High School Administrators and Teachers in the Use of ICTs

Information and communication technologies (ICTs) have a significant role to play in schools and classrooms. The world is shifting towards a new digital era and school administrators and teachers must adapt to prepare their students for it. This study aimed to assess the ICT competency of high school administrators and teachers in Antique, Philippines in terms of cognitive ability, skills, and attitudes. The results showed that both school administrators and teachers rated themselves to have high proficiency in general computer uses and skills in using Microsoft Office and other productivity tools, use of the internet and data management. They were also rated to have high proficiency in applying ICTs in classrooms to create an ICT learning environment. However, the standard deviation shows that the ratings were varied, particularly for use of internet, data management, and application of ICTs in classrooms. There were no significant correlations between the proficiency of school administrator and teachers. However, sex, age, owned devices, internet speed, and hours using the internet per day were found to be significant factors.

ВИКОРИСТАННЯ СУЧАСНИХ ІКТ В АУДИТОРНІЙ РОБОТІ ПРИ ФОРМУВАННІ ГРОМАДЯНСЬКОЇ ТА ПРОФЕСІЙНО ОРІЄНТОВАНОЇ ІНШОМОВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ СПЕЦІАЛІСТІВ ХАРЧОВОЇ ПРОМИСЛОВОСТІ

The article analyzes the use of modern ICT in classroom work in the integration of civic and foreign language competencies. During the study, a set of complementary methods was used, which allowed to analyze the theoretical and methodological developments of domestic and foreign scientists on this method of active training of future specialists in the food industry. The methodology of research work is based on theoretical methods of scientific knowledge. The purpose of the study is to theoretically substantiate and analyze the specifics of the use of modern ICT in classroom work in the formation of civic and professionally oriented foreign language competence of future specialists in the food industry. In the course of the work the specifics of using modern ICT in classroom work in the formation of civic and professionally oriented foreign language competencies of future food industry specialists are considered, and the theoretical and methodological bases of the problem of using modern ICT in classrooms are substantiated. It is noted that the introduction of new innovative technologies, including the SMART Board interactive whiteboard with the involvement of SMART Notebook software, educational chatbots are modern tools that should help achieve this goal. The results showed that ICTs create ample opportunities for the development of modern education and allow to effectively build the learning process. Information and communication technologies (ICT) create ample opportunities for the development of modern education, primarily in the direction of individualization, create conditions for the realization of the creative potential of teachers and students. ICT educational tools include a variety of software and hardware designed to solve certain pedagogical problems that have a substantive content and are focused on interaction with students. In the field of teaching, the technology of using ICT opens up new didactic opportunities associated with the visualization of the material, its «revival”, the ability to visualize those phenomena and processes that cannot be demonstrated in other ways. There is an opportunity to concentrate large amounts of educational material from different sources, presented in different forms, optimally selected and composed by the teacher depending on the needs of students and the characteristics of the program. We consider the interactive whiteboard and the SMART Notebook program to be the most perfect technical tool for classroom work. The use of chatbots is promising and appropriate in the educational process.

The Relation Between ICT and Science in PISA 2015 for Bulgarian and Finnish Students

The relationship between Information and Communication Technology (ICT) and science performance has been the focus of much recent research, especially due to the prevalence of ICT in our digital society. However, the exploration of this relationship has yielded mixed results. Thus, the current study aims to uncover the learning processes that are linked to students’ science performance by investigating the effect of ICT variables on science for 15-year-old students in two countries with contrasting levels of technology implementation (Bulgaria n = 5,928 and Finland n = 5,882). The study analyzed PISA 2015 data using structural equation modeling to assess the impact of ICT use, availability, and comfort on students’ science scores, controlling for students’ socio-economic status. In both countries, results revealed that (1) ICT use and availability were associated with lower science scores and (2) students who were more comfortable with ICT performed better in science. This study can inform practical implementations of ICT in classrooms that consider the differential effect of ICT and it can advance theoretical knowledge around technology, learning, and cultural context.

Exploring the Changes in Teaching Strategies Enabled by Information and Communication Technology

The Information and Communication Technology (ICT) in now a day plays a very strategic role in thetransforming phase of education. Thus government also taking many initiatives and tried to integrateICT to teaching learning process like the introduction of ICT@School Scheme. But the problem lies inits effective use in classroom. Is teacher being competent enough in use of ICT in classroom, whatare the some of the changes teachers are making when they used ICT tools with their students inthe classroom and how strategies are changing, what contributes to the change, and what is thechange in classroom dynamics and traditional time structures? These were the few issues whichaddressed in the present study. For this purpose, a qualitative approach with an interview study wasadopted for the study. Further, it delimited to Cuttack district of Odisha and ten secondary schoolsand total thirty teachers, three from each school was selected as its sample by using purposivesampling method. The investigator makes classroom observation, extensive field notes and interviewwith the respondents for collection of data. The collected data was analyzed by thematic descriptionrelated to foregoing issues with specific reference to the four key themes: the changing role of theteacher, classroom dynamics, teacher predictions of ICT in school and the concept of the classroom.The findings of the study revealed that the ICT in the classroom influenced the process of learningand in order to integrate ICT effectively, teachers are adopting different teaching strategies. Furtherit has also been revealed that they need drill for the power shift in the classroom because oftenstudents had more knowledge of ICT than them. The findings also revealed that the dynamic of theclassroom was also changing due to ICT. Finally, the teachers needed time to learn about thetechnology and to understand how to integrate ICT into the curriculum.

Exploring the Changes in Teaching Strategies Enabled by Information and Communication Technology

The Information and Communication Technology (ICT) in now a day plays a very strategic role in the transforming phase of education. Thus government also taking many initiatives and tried to integrate ICT to teaching learning process like the introduction of ICT@School Scheme. But the problem lies in its effective use in classroom. Is teacher being competent enough in use of ICT in classroom, what are the some of the changes teachers are making when they used ICT tools with their students in the classroom and how strategies are changing, what contributes to the change, and what is the change in classroom dynamics and traditional time structures? These were the few issues which addressed in the present study. For this purpose, a qualitative approach with an interview study was adopted for the study. Further, it delimited to Cuttack district of Odisha and ten secondary schools and total thirty teachers, three from each school was selected as its sample by using purposive sampling method. The investigator makes classroom observation, extensive field notes and interview with the respondents for collection of data. The collected data was analyzed by thematic description related to foregoing issues with specific reference to the four key themes: the changing role of the teacher, classroom dynamics, teacher predictions of ICT in school and the concept of the classroom. The findings of the study revealed that the ICT in the classroom influenced the process of learning and in order to integrate ICT effectively, teachers are adopting different teaching strategies. Further it has also been revealed that they need drill for the power shift in the classroom because often students had more knowledge of ICT than them. The findings also revealed that the dynamic of the classroom was also changing due to ICT. Finally, the teachers needed time to learn about the technology and to understand how to integrate ICT into the curriculum.

Exploring the Changes in Teaching Strategies Enabled by Information and Communication Technology

The Information and Communication Technology (ICT) in now a day plays a very strategic role in the transforming phase of education. Thus government also taking many initiatives and tried to integrate ICT to teaching learning process like the introduction of ICT@School Scheme. But the problem lies in its effective use in classroom. Is teacher being competent enough in use of ICT in classroom, what are the some of the changes teachers are making when they used ICT tools with their students in the classroom and how strategies are changing, what contributes to the change, and what is the change in classroom dynamics and traditional time structures? These were the few issues which addressed in the present study. For this purpose, a qualitative approach with an interview study was adopted for the study. Further, it delimited to Cuttack district of Odisha and ten secondary schools and total thirty teachers, three from each school was selected as its sample by using purposive sampling method. The investigator makes classroom observation, extensive field notes and interview with the respondents for collection of data. The collected data was analyzed by thematic description related to foregoing issues with specific reference to the four key themes: the changing role of the teacher, classroom dynamics, teacher predictions of ICT in school and the concept of the classroom. The findings of the study revealed that the ICT in the classroom influenced the process of learning and in order to integrate ICT effectively, teachers are adopting different teaching strategies. Further it has also been revealed that they need drill for the power shift in the classroom because often students had more knowledge of ICT than them. The findings also revealed that the dynamic of the classroom was also changing due to ICT. Finally, the teachers needed time to learn about the technology and to understand how to integrate ICT into the curriculum.

Use of Information and Communication Technology (ICT) in Teaching and Learning in Nepalese Classroom: Challenges and Opportunity

In post-modern era Information and Communication Technology (ICT) plays arduous role to make teaching and learning activities more meaningful and efficient. It is one of the most efficient tools as well as source of knowledge for advancing knowledge and skills. TPACK model are used for quality enhancement both in teachers and students in education at both schools and universities in Nepal. This paper presents the concepts of ICT and its roles for quality education at all level education in Nepal. It highlights the challenges facing in use of ICT in classroom of both schools and universities . It suggests how ICT can be used as a tools as well as source of knowledge to enhance education quality in classrooms. Problems such as lack of resources (viz. qualified teachers, hardware, software, electricity etc.) and poor program implementation strategies militate against these efforts. This paper recommends that both the government and non-government organizations should support in developing skilled human resources, providing electricity, and providing hardware and software resources to enhance the use of ICT as well as to produce knowledge at schools and universities of Nepal. Keywords : ICT Education, Knowledge, Teaching eaning, Opportunity, Education System, Innovative DOI : 10.7176/JEP/10-7-01 Publication date :March 31 st 2019

NON-ENGLISH MAJORED LEARNERS’ ATTITUDE TOWARD EFL TEACHERS’ USE OF ICT TOOLS IN TEACHING LISTENING

There has been an increasing interest in the significance of Information and Communication Technology (ICT) in the educational field because ICT tools can benefit learners from various technological resources and from different techniques and methods of teaching. Especially, ICT is a useful tool to expose learners to authentic input in listening skill in Vietnamese context. Although much attention has been paid to the investment of ICT in classrooms by English language centers in Vietnam in general and in Can Tho city in particular, adequate concern is not given to investigate learners’ attitude toward the EFL teachers’ use of ICT tools in listening lessons. Therefore, this study aims to investigate non-English majored learners’ attitude toward the EFL teachers’ use of ICT tools in listening lessons. Fifty-two -English majored learners ‘who are studying in an English language center took part in the current descriptive study. Five-point Likert scale questionnaires (consisting of 30 items categorized into four clusters including (1) ICT tools, (2) learners’ feelings toward ICT, (3) learners’ belief and factual knowledge of ICT, (4) learners’ behavioral intentions and actions with respect to ICT; and semi-structured interviews were used as instruments to collect the data. The quantitative data was entered into the SPSS version 20.0 for data analysis. The results showed that there are some common ICT tools used by EFL teaccher in listening lessons. The results also indicated that learners have positive attitude toward EFL teachers’ use of ICT tools in listening lessons Article visualizations:

Teachers’ perceptions of factors affecting the educational use of ICT in technology-rich classrooms

Introduction. The purpose of this study is to identify the main factors that influence teachers' decision-making regarding the educational use of ICT (Information and Communication Technologies) in technology-rich classrooms.Method. We collected data for 278 teachers in Catalonia (Spain) working in eight primary and secondary education schools rich in educational technology. The specific questionnaire used to that end includes an extensive range of items to obtain information about the teachers' perceptions of the factors influencing the use of ICT in the classroom.Results. We have identified and characterized five factors that influence the educational use of ICT in these classrooms, which in this study we call: utility and educational setting, teacher support, availability and access in the classroom, technological expertise and access outside the classroom.Conclusion. These results may be useful for fostering improved integration processes for ICT in the classroom, and also for focusing teaching training about this content.

Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure

Paradoxically, in Spain, schools have relatively ample information and communication technology (ICT) infrastructure but low levels of classroom ICT use. In this study, we analyse the role of school ICT infrastructure and teacher characteristics to explain ICT use in education. We use data from the Spanish sample in the 2013 Teaching and Learning International Study (TALIS), which consists of 3339 teachers from 192 secondary education centres. The analysis was conducted using multilevel logistic regression models. The principal results indicate that the availability of educational software, teacher ICT training, collaboration among teachers, perceived self-efficacy, and teaching concepts influence classroom ICT use. School hardware and internet-connection infrastructure are less significant. Based on the findings, recommendations are presented to orient Spanish educational policy to encourage the use of ICT in classrooms.

Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning

Studies on teachers' acceptance and use of information and communication technology (ICT) have revealed perceived usefulness to be a crucial determinant for integrating ICT in classrooms. In consequence, the present study focuses on teachers' perceived usefulness of ICT for teaching and learning and is aimed at describing its structure and relations to self-efficacy, ICT use, and teachers' age. By means of Bayesian analysis, we specified confirmatory factor-analytic and structural equation models to a large-scale data set of N = 1190 Norwegian teachers. Our results supported the hypothesized four-factor structure of teachers' perceived usefulness of ICT, signifying different facets of ICT-related teaching goals in classrooms. Moreover, it was possible to disentangle general and specific components of the construct in nested factor models. In support of existing research, we found positive relations to self-efficacy and ICT use, but a negative relation to teachers' age. Our study provides evidence on a multidimensional conceptualization of teachers' perceived usefulness of ICT for teaching and learning, and verifies the relations to teacher-related characteristics. Implications for the measurement and modeling of the construct, and future research directions are discussed.

Enhancement of the 21st Century Skills for Thai Higher Education by Integration of ICT in Classroom

This research studied the effect of integration of information and communication technology (ICT) in classroom for enhancing 21st century learning skills which included collaboration, communication, information literacy, media literacy, and ICT literacy. In this study, based on learning theories and student-centered approach, integration of ICT included four effective functions; dynamic content presentation, information access, creation and sharing, interaction and reflection. Seven educational technology experts evaluated these functions by an assessment tool. The evaluation showed that the integration was appropriated. The integration was then applied into teaching and learning process throughout the course to study the effect. 69 undergraduate students and 22 graduate students in two different 4-months courses were target studied. The students were assessed themselves by a 21st century learning skill assessment tool before and after courses. The results showed that integration of ICT in classroom could enhance the 21st century learning skills for both undergraduate and graduate levels significantly with high effect size.

School Leadership for ICT and Teachers’ Use of Digital Tools

International literature and Norwegian policy documents both identify school leadership as essential in order to implement ICT (Information and Communication Technologies) in teaching and learning practices in the classrooms. Data from an online survey in 2009 of 247 school leaders and 386 teachers from Norwegian primary and lower secondary schools are used to examine if conditions promoted by school leaders are associated with the use of ICT in classrooms by teachers. The research question posed in this paper is if the attitudes and behaviours of school leaders with regard to ICT in their schools correlate with the attitudes and behaviours of teachers? To answer the question, four construct variables are utilised as indicators of school leadership for ICT. These indicators are informative on school leaders’ decisions and beliefs regarding their schools as ICT-using organizations. Results showed that the indicators were correlated with the time teachers spend on ICT in the classrooms and for administrative use, their use of common digital tools and with a construct measuring the teachers’ attitudes towards innovative and student-centred pedagogy (life-long learning attitudes). The indicators of school leadership for ICT carry traits of perspectives from distributed, transformational and pedagogical leadership, but more research is needed in order to align the practice-based indicators with more overarching theoretical concepts.

Using Design Research for Studies on ICT in Classrooms

In recent years, as Information and communication technologies (ICT) are getting more and more widely used in classrooms, researchers have been trying to identify effective ways for ICT to be utilized in school classrooms to enhance teaching and learning. However, it is argued that traditional scientific research methodologies are not really applicable for studies on ICT integration in classrooms, as these research approaches, more often than not, fail to reflect the dynamics and complexity of the school classroom. Some researchers who adopted design research in their research projects advocate the employment of this research methodology as an alternative to overcome the limitations of traditional scientific research in the domain of ICT integration in classrooms. Based on a review of literature, this paper first examines the advantages and problems of adopting ICT in classrooms, and then discusses the use of design research as an alternative research methodology for studies on ICT in classrooms.