Information And Communication Technology In Education Research Articles

ONLINE LEARNING MODEL TO IMPROVE THE STUDENTS’ ACHIEVEMENT IN DESIGN OF INFORMATION AND COMMUNICATION TECHNOLOGY

The rapid advancement of technology and the growing demand for ICT skills have necessitated innovative educational approaches to improve student achievement. Traditional classroom-based teaching often struggles to keep pace with the dynamic and evolving nature of ICT education. The variability in student learning styles and the increasing requirement for digital skills necessitate a flexible and scalable educational model. This study focuses on developing an effective online learning model tailored to enhance student performance in the field of Design of Information and Communication Technology (ICT). The study employed a mixed-methods approach, combining quantitative and qualitative data. Participants included undergraduate students enrolled in an ICT Design course. They were given access to an online learning platform offering interactive video lectures, multimedia resources, assessments, and collaborative projects. Data collection included pre- and post-tests to measure academic performance, surveys to gauge student satisfaction, and focus group discussions to gather qualitative insights into their learning experience. The findings indicated a significant improvement in student achievement, with post-test scores consistently higher than pre-test scores across all participants. The model's flexibility allowed students to learn at their own pace, leading to a deeper understanding of key concepts. Interactive resources and collaborative projects enhanced engagement and fostered critical thinking. Moreover, the majority of students expressed high satisfaction with the online learning experience, citing the variety of resources, self-paced learning opportunities, and collaborative forums as significant contributors.

Towards Learning Excellence in Universities: A Critical Review of Information and Communication Technology Policies in Education in Kenya

The current reality is that technological advancement has shaped how learning is being conducted in education. Communication technology has been embraced in education by both educators and learners. However, the embracement has been slow, and this was experienced during the Coronavirus (Covid-19) pandemic, when teaching and learning had to shift and relied heavily on communication technology, but in actuality educational institutions were not ready. The virus continues to linger on and has served as a wake-up call for the education sector. This therefore makes Information and Communication Technology (ICT) an essential component in education today, not only to be implemented during crises, but also due to technological advancement and stakeholders’ needs in the current times. Governments have made efforts to integrate ICT in education, as is the case in Kenya. This paper reviews the National ICT policy in Kenya since its formulation in 2006 and its revision in 2019. These two policies were national, and education was integrated into the policies. However, in 2021, an additional policy on ICT in education and training was formulated and will also be analysed in this study. The paper analyses the strategies and implementation in higher learning institutions and outlines the barriers and challenges experienced in its implementation. Accessibility and equity have been pinpointed as some of the major factors influencing ICT integration. As higher learning institutions focus on blended or hybrid learning, ICT becomes a fundamental tool to facilitate education. The paper makes recommendations based on the policy inadequacies and how to focus on ICT in education for future meaningful impact.

PENGEMBANGAN SKILL DAN KOMPETENSI TIK GURU MATEMATIKA DAN IPA KOTA JAMBI MELALUI e-TUTORIAL BERBASIS KEBUTUHAN GURU(TEACHER’S NEED)

To improve the quality of learning, the government has attempted to facilitate school with equipment Information and Communication Technology (ICT), such as the procurement of computer labs, school computer connection to the Internet, and increase the skills of teachers in computer operationalize. In fact, only a few teachers who use computers for a whole series of teaching, starting from the use of computers to plan instruction, learning activities and evaluation of learning. The research reveals the teacher's perception of the skills and knowledge, and determine the factors that influence the control of teachers in ICT. Furthermore, this study also develops a tutorial www.etiktutor.org website dedicated to teachers who want to improve their knowledge and ICT skills through online tutorials. The survey results in this study show turns the ability of ICT teachers are categorized Jambi, and the factors that most influence on teachers' ICT capability is the availability of ICT tools and teacher access to participate in ICT education. Furthermore, the website tutorial tutorial materials based on the needs of teachers has received a very positive perception of teachers, where they say that www.etiktutor.org website is very useful to improve the knowledge and ability of mathematics teacher ICT and science high school in the city of Jambi. Keyword: communication technology competence, e-tutorial

Pre-Service Teachers’ Professional Competence in Integrating ICT in Business Education in Lesotho: A Systematic Literature Review

Information and communication technology (ICT) is a concern in educational settings in developing and developed countries. Studies have shown that the increasing interest in integrating ICT into teaching practices has pressed teacher education institutions to incorporate 21st-century skills in training pre-service teachers to develop these skills for their classroom instruction in the future. However, studies on the integration of ICT in business education are lacking. The purpose of this study was to examine pre-service teachers’ professional competence in integrating ICT into business education during teaching practice, in Lesotho. A systematic literature review examined pre-service teachers’ professional competence in integrating ICT into business education. Hence, an integrative method of analysis was used to extract the influencing factors on the competence of pre-service teachers in integrating ICT in the teaching of business education. The findings revealed that pre-service teachers’ ICT professional competence is influenced by self-efficacy, which relates to the beliefs they hold about their capabilities to integrate ICT into business education. Furthermore, the findings revealed that professional competence is influenced by attitudes toward using ICT, inadequate training, and institutional infrastructure. Teacher education institutions should improve their training programmes to adequately meet the needs of pre-service teachers and develop policies regarding the integration of ICT in their curriculum. If teacher education does not address these issues, pre-service teachers will continue struggling with the integration of ICT in their teaching. Therefore, teacher education should refine its curriculum and support the integration of ICT into business education.

ICT Education and Determinants of Acceptance Amongst Smallholder Farmers in Mbombela, South Africa

The study was carried out in Mbombela District, Mpumalanga, South Africa. The study aimed to assess selected farmers' acceptance of information and communication technology (ICTs). The study used a quantitative approach. Probability sampling was used as a quantitative approach. Random sampling was used, and 285 samples were sampled from a sampling frame of 380 farmers in the study area. Structured and semi-structured questionnaires were used to elicit necessary information from respondents, while focus group discussions were employed to validate in-depth responses. The binary logistics regression was used to determine significant variables that influence the acceptance of ICT. The results showed that the most accessible ICT tools to farmers were radio, mobile phones, and television. However, contemporary ICT tools such as the internet and flash drives were rarely accessible to the respondents. The study also found that demographic variables such as age (P< 0.000), level of education (P< 0.020), household size (P< 0.053), ICT support (P< 0.014) and extension services ( P< 0.019) were the explanatory variables that affect the acceptance of ICT. Logistics regression results reveal that some variables were significant and positively related to the acceptance of ICT. The paper concludes that the effective application of ICT provides farmers with greater access to information and knowledge, which helps improve their production process.

Ethical Dimensions of ICT Integration in Higher Education: A Comprehensive Review

In contemporary higher education, the integration of Information and Communication Technology (ICT) has become indispensable, revolutionizing teaching and learning methodologies. However, alongside the benefits, ICT integration brings forth a myriad of ethical considerations that must be addressed to foster a responsible digital culture within educational institutions. This review article delves into the multifaceted realm of ethics surrounding ICT usage in higher education, synthesizing existing literature to provide insights into the ethical challenges faced by educators, administrators, and policymakers. The review explores diverse topics such as digital equity, privacy concerns, academic integrity, and responsible technology use. Moreover, it analyzes the ethical dilemmas arising from the convergence of technology, pedagogy, and morality, offering a sophisticated examination of how educational stakeholders navigate these challenges. Emphasizing the necessity of ethical awareness and proactive actions, the study underscores the importance of fostering a culture of responsible digital citizenship within the educational ecosystem. Ultimately, the paper advocates for intensified efforts to address ethical concerns in ICT integration, ensuring that the transformative potential of technology in education is harnessed while upholding the values and integrity of learning in the digital age. Keywords: ICT integration, Higher education, Ethical issues, Teaching and learning, Digital citizenship

ANALYSIS OF THE ADVANTAGES AND CHALLENGES OF INFORMATION COMMUNICATION TECHNOLOGY-BASED LEARNING IN ELEMENTARY SCHOOLS

This study aims to examine in depth the advantages of Information and Communication Technology (ICT)-based learning at the elementary school level. ICT-based learning in elementary schools refers to the integration of information and communication technology in the learning process. The government has adopted initiatives to bring ICT into the basic education curriculum. The population in this study consisted of teachers, students and related parties at Sekolah Dasar Negeri Maguwoharjo 1, Sleman Regency, Yogyakarta. The use of ICT allows wider access to distance learning, increases student learning motivation, makes it easier to understand material, and facilitates independent learning. Apart from that, teachers also find it easy to convey lesson material and minimize their shortcomings in coordinating the class. The use of ICT also provides easier access to learning resources, enriches learning, and facilitates the creation of important documents.Teachers need to address the challenges of technical preparation, device and internet accessibility, and changes in teaching methods. Schools must face the challenges of investment in ICT infrastructure, staff and teacher training, as well as unstable electricity issues. In facing these challenges, support from schools, teachers and other interested parties is very important to ensure the successful implementation of ICT-based learning.Keywords: Advantages, challenges, ICT, elementary school

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.

Assessing the Impact of Mobile Applications on Student Engagement in ICT and Computer Science Education

This study investigates the impact of mobile applications on student engagement in the realms of Information and Communication Technology (ICT) and Computer Science Education. As the integration of mobile applications in educational settings becomes increasingly prevalent, understanding their influence on student engagement is crucial for optimizing learning experiences. The study employs assess the effectiveness of selected mobile applications aligned with the curriculum. Data analysis focuses on measuring and evaluating student engagement levels. The results reveal shedding light on the implications for enhancing ICT and computer science education. This research contributes to the existing literature by addressing gaps and providing insights into the practical use of mobile applications in educational settings.

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

The Influence of Gender and Training Sector on the ICT Competency of Pre-Service Teachers in Vietnam: Using the UNESCO ICT Competency Framework

Information and communication technology (ICT) is a powerful educational change and reform tool. Teachers are a direct subject in promoting the application of information technology (IT), and the ability to integrate technology into teaching affects the application of IT in teaching. Integrating ICT into education requires teachers to be competent in using ICT. In other words, teachers are required to have sufficient ICT competence to use ICT for education. Faced with this requirement, teacher training schools have made positive changes to improve the ICT capacity of pedagogy students and prepare graduates to perform their duties in the context of digital transformation in education today. This study collected information on pre-service teachers’ competency in using ICT as future teachers in Vietnam. Using the ICT competency framework of UNESCO, the research surveyed 1698 fourth year teaching students (pre-service teachers) from 10 provinces in 3 regions of Vietnam. The results indicate that although pre-service teachers in Vietnam are well educated on ICT policy issues in education, for the issue of ICT exploitation to support curriculum implementation and assessment, they still need ICT skills to support effective teaching and learning methods. In addition, there are significant differences in gender and training specialization in some aspects, such as the application of digital skills and the use of ICT in organization and administration. These results are the basis for in-depth research into establishing influencing factors and measures to improve the ICT application competency of pre-service teachers, contributing to ensuring the quality of education in Vietnam.

Working at the frontier: Swiss educational information and communication technology coordinators as mediators and intermediaries of the digital transformation

This article examines Swiss educational information and communication technology (ICT) coordinators (‘Pädagogischer ICT-Support’; PICTS) in Swiss compulsory schools in their ambivalent role between active agents of change and mere facilitators for their colleagues. Using a qualitative research design, it explores the history, self-perception and current roles of PICTS in the canton of Zurich and their interaction with other actors in the education system and the cantonal authorities. This paper draws on science and technology studies to understand the unique role of educational ICT coordinators. The results show that the perceptions and self-understanding of PICTS have remained consistent since their establishment, even though the digital technologies they deal with have evolved rapidly. Their dual role allows PICTS to be both active agents of change and part of a school’s teaching staff. Working at the frontier, they are ambiguous figures, embodying the contradictions of digital transformation in education without necessarily making them explicit.

Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools

Information and Communication Technology (ICT) can improve science teaching and learning. However, understanding the contexts in which ICT is intended to be integrated for its effectiveness is limited. Therefore, the current study explored context-relevant strategies and challenges for ICT integration in the teaching and learning science subjects in secondary schools in Tanzania. Exploratory sequential design under mixed methods guided the study's conduct. 52 participants (45 science teachers, six heads of schools and one municipal education officer) were purposefully and conveniently involved. Data were collected in two phases: 1st phase was qualitative data through in-depth interviews, 2nd phase was quantitative data through a questionnaire. Thematic analysis guided qualitative data analysis where MS Excel in the form of pivotal charts were used to present the frequency of the responses. SPSS version 27 guided the quantitative data analysis, presenting the output descriptively. Participants presented various context-relevant strategies, including capacity building for teachers, building and equipping computer labs with ICT facilities, maintaining and repairing defective computers, deploying educational technology experts, and making ICT compulsory at all levels of education. On the other hand, participants identified a lack of ICT facilities, limited ICT training opportunities, and digital content as context-relevant challenges for ICT integration in science teaching and learning. The study recommends rigorous pre-service and in-service teacher training programmes on ICT pedagogical integration for science teaching and learning based on these findings. Again, we recommend the improvement of ICT infrastructure in schools to enhance the availability, access, and use of science teaching and learning. The study concludes that if sufficient infrastructures are available and science teachers are equipped with ICT knowledge, teaching and learning of science subjects will be effective.

PEMANFAATAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS ICT (INFORMATION COMUNICATON TECHNOLOGES) DALAM MENINGKATKAN SEMANGAT BELAJAR SISWA SMA NEGRI 1 PADARINCANG

Information and communication technology (ICT) has had a major impact on various areas of human life, including the world of education. The use of ICT in education can provide many benefits for students, teachers and educational institutions as a whole. This article aims to examine the use of ICT in the world of education. This article takes data from various literature sources and research that has been conducted in various countries. The research results show that the use of ICT in education can provide significant benefits for students, such as increasing learning motivation, technological skills, cognitive abilities and creativity. Apart from that, the use of ICT can also provide benefits for teachers, such as making the teaching, evaluation and classroom management process easier. In educational institutions, the use of ICT can increase efficiency, productivity and service quality. However, the use of ICT in education also has challenges and risks that need to be considered, such as data security issues, unequal access, and dependence on technology. Therefore, the use of ICT in education needs to be done wisely and balanced with an appropriate approach to achieve the desired learning goals. In conclusion, the use of ICT in education can provide many benefits and opportunities for students, teachers and educational institutions. When using it, it is necessary to pay attention to the challenges and risks involved. Therefore, educational institutions need to carefully consider the use of ICT in education to achieve the desired learning goal

Digital Divide among Education Teachers in Northeastern College of Santiago City

Information and communication technologies (ICTs) have been revealed as key potential factors for economic growth and social development. The diffusion of ICTs drives access to information and knowledge; the uneven distribution of ICTs within or between societies may result in their having a very uneven impact on economic development and wealth. The digital divide has become an extremely important issue for many international organizations and a major challenge for policymakers and academic researchers. To gain insight into the digital divide among basic education teachers in Northeastern College Santiago City, the researcher a quantitative approach where all the education teachers in Northeastern College Santiago City were the respondents of the study. In gathering the data and information needed for the study, the following instruments are used: questionnaire and structured interview. The researcher used Simple Frequency and Percentage Count and Weighted Mean. Initiatives aimed to equip classrooms and build teacher capability in technology use encounter acceptance, sustainability, and scalability challenges. Among all these issues, the most critical challenge is meeting digital equity among students, teachers, and administrations. For ICTs to empower education, there is a need to launch policies and initiatives that provide students and teachers with equitable access to digital technologies. The first and foremost prerequisite for the exploitation of ICT in education is ensuring adequate ICT access by teachers as well as by students. Keywords: Digital Divide, Information Communication Technologies

Research Field of Informatization in Special Education: Bibliometric Analysis of International Trends in Recent 15 Years

In the current era of educational informatization, the integration of information and communication technology (ICT) into special education has witnessed significant growth. Utilizing the expansive Scopus database and leveraging the Bibliometrix tool, this study systematically examines 130 scholarly documents within the domain of special education informatization, spanning the years from 2006 to 2021. Complementing a quantitative analysis, the study conducts a qualitative examination of 10 pivotal and widely cited works in the field. The research findings unveil a primary focus on the diverse application of ICT in special education, particularly its effectiveness in the diagnosis and intervention for various categories of special needs. Noteworthy concentrations of research output are identified, with a clear emphasis on publications in prestigious journals such as the International Journal of Emerging Technologies In Learning, Revista Brasileira De Educacao Especial, and Technology & Disability. Furthermore, the examination brings to light the dominance of keywords like "special education" and "information technology" in the literature, underscoring their pivotal role and persistent significance in the discourse. The consistent recurrence of these terms highlights their critical influence in shaping the landscape of special education informatization research. In conclusion, this comprehensive bibliometric analysis provides valuable insights into the trajectory of special education informatization research, elucidating key thematic areas and prominent journals. As the educational landscape continues to evolve, a nuanced understanding of the dynamics of ICT integration in special education becomes imperative for educators, policymakers, and researchers. This study serves as a foundational resource for further exploration and advancement in the ever-evolving field of special education.
 
 Received: 10 October 2023 / Accepted: 23 January 2024 / Published: 5 March 2024

Nursing institutions' professors' perception and distant education experience during COVID-19 pandemic lockdown.

The nursing profession represents a demanding and challenging profession with a purpose to keep up with the evolving health-care demands of the population. The purpose of this study is to assess nursing institutions' professors' previous experience about information and communication technologies (ICTs) and their perception of distant education during the pandemic lockdown. This present is a cross-sectional study among participants n = 249 recruited from all academic staff (N = 694) of 23 higher institutes of nursing professions and health techniques in Morocco. The Chi-square test for independence (χ2) and adjusted Z scores were used as a data analysis method to assess the association between the professors' education levels and ICT experience. A significant association [χ2 (1, n = 249) = 19.510, P < 0.001] was revealed between professors' education level and taken training related to ICT in education; significant few professors (16; 9.3%) reported that taken training session [χ2 (1, n = 249) = 8.940, P = 0.003] belonged to the bachelor degree group. In matters of perception, a few proportion (10%) reported that using technology effectively belonged to the bachelor and low education background group. The findings showed that having previous experience in teaching remotely and training related to the ICT was significantly associated with a higher education background. Moreover, professors with higher degrees agreed that distant education could be an alternative to face-to-face course during quarantine.

Using UTAUT model to assess the factors influencing the use of ICT in Ghanaian pre-tertiary mathematics education

As the demand for acquiring Information communication and technology has increased rapidly due to the exponential growth of technological advancement in all human endeavor, researchers are also developing theories and/or models that could be used to describe and prognosticate humans’ espousal and use of these technologies as they are being released in the markets. The present study adapted one of the powerful models for information and communication technology (ICT) integration (thus, unified theory of acceptance and technology use) to assess pre-tertiary mathematics facilitators’ intentions and actual use of ICT for mathematics instructions in Ghana. This study adopts a quantitative research approach with a questionnaire as a survey instrument for collecting 185 valid data from both junior and senior high schools’ mathematics facilitators. Descriptive statistics and an enter multiple regression were deployed to validate the proposed research questions. Using SPPS v.23 as a statistical software for analyzing the data, the result reveals that, performance expectancy, and effort expectancy had a positive and significant effect on mathematics facilitators’ intentions toward ICT adoption. Moreover, social influence was significant but had a negative impact on facilitators intentions. The impact of mathematics facilitators’ intention to use ICT and the facilitating conditions (FCs) within the school environment was also a positive and significant predictor of facilitators’ ICT use behavior. It was concluded from the findings that FCs were the better predictor for mathematics teachers’ ICT use behavior than intention. Hence, the researchers recommended that more government expenditure must be allocated to infrastructures that would improve the use of ICT as well as frequent ICT training must be undertaken to enrich teachers’ knowledge in the affordance of using ICT in mathematics classrooms.

The Role of Information and Communication Technology in Interactive Learning

This article is the result of an in-depth literature review on the role of Information and Communication Technology (ICT) in the context of interactive learning. Education has undergone a significant transformation with the adoption of ICT, transforming the traditional way of learning into a more dynamic and participatory learning experience. The purpose of this literature review is to analyse the positive impact of ICT in shaping interactive learning environments, explore the use of multimedia in the learning process, and identify the challenges and opportunities associated with the application of ICT in education. This literature review describes the transformation of learning through ICT, explaining the paradigm shift from conventional approaches to more adaptive and collaborative interactive learning. The results of this literature review illustrate how important the role of ICT is in shaping the future of education that is more interactive, inclusive and relevant to the demands of the times. Through collaboration between educational institutions, government, and the technology industry, as well as a careful pedagogical approach, ICT can be a catalyst to optimise the learning process and empower students to face the complexities of the modern world.

The role of digital information and communication technologies in modern education

This research examined the role and impact of Information and Communication Technologies (ICTs) in modern education, addressing how these technologies transform teaching and learning. The central problem focused on the integration and effectiveness of ICTs in the educational environment. The main objective was to investigate the contributions, challenges, and future trends of ICTs in education. A literature review methodology was employed, examining academic sources and specialized publications. The findings indicated that ICTs offer significant opportunities to personalize learning, enhance interactivity, and facilitate educational access. However, challenges related to infrastructure, teacher training, and access equity were identified as significant barriers. The analysis underscored the need for inclusive educational policies and continuous training for educators. It is concluded that ICTs are fundamental in contemporary education, but their effective implementation requires attention to infrastructure issues, teacher training, and equity.