Information And Communication Technology In Education Research Articles

Information and Communication Technology (ICT) for Online Classes in Economics Education in TU, Nepal

This study intends to investigate how ICT is used for online economics classes and how students view online learning. This study has used a mixed-methods research approach to accomplish the objective. The quantitative findings from the student survey and the qualitative data gained from the evaluation of key informant interviews have provided a level of understanding. Total 28 students of Master Level Economics Education admitted in Mahendra Ratna Campus, Tahachal were taken for the study to investigate the issues. TU altered its academic calendar and closed physical sessions beginning on March 24, 2020, following the finding of the first case of COVID-19 in Nepal on January 23, 2020, in an effort to limit the impact on students' learning and time. The university then made the decision to switch to an online teaching mode. The objective of this action research is to analyze the role of ICT for online classes, to measure students’ positive and negative reactions regarding online classes, and the problems underlying in online classes. The major findings of the study include infrastructure need to be enhanced for the expansion of ICT Services and use of ICT in education. The majority of students said that their online learning experience was normal and online classes were of good quality. Infrastructure connectivity is deemed to be adequate. Online learning platform is new among teachers and students and met educational needs and maintained regularity. Smart Phones were major device for remote learning.

Prospective ICT Teachers’ Perceptions on the Didactic Utility and Player Experience of a Serious Game for Safe Internet Use and Digital Intelligence Competencies

Nowadays, young students spend a lot of time playing video games and browsing on the Internet. Using the Internet has become even more widespread for young students due to the COVID-19 pandemic lockdown, which resulted in transferring several educational activities online. The Internet and generally the digital world that we live in offers many possibilities in our everyday lives, but it also entails dangers such as cyber threats and unethical use of personal data. It is widely accepted that everyone, especially young students, should be educated on safe Internet use and should be supported on acquiring other Digital Intelligence (DI) competencies as well. Towards this goal, we present the design and evaluation of the game “Follow the Paws” that aims to educate primary school students on safe Internet use and support them in acquiring relevant DI competencies. The game was designed taking into account relevant literature and was evaluated by 213 prospective Information and Communication Technology (ICT) teachers. The participants playtested the game and evaluated it through an online questionnaire that was based on validated instruments proposed in the literature. The participants evaluated positively to the didactic utility of the game and the anticipated player experience, while they highlighted several improvements to be taken into consideration in a future revision of the game. Based on the results, proposals for further research are presented, including DI competencies detection through the game and evaluating its actual effectiveness in the classroom.

Using ICT-based pedagogy to teach English First Additional Language during the COVID-19 pandemic: A rural case study

During the COVID-19 pandemic, face-to-face teaching was suspended and teachers were forced to transition to online teaching supported by information and communication technology (ICT)-based pedagogy. This study explored how teachers used ICT-based pedagogy to facilitate EFAL learning during COVID-19 in a rural area of Limpopo, South Africa. A qualitative descriptive case study was grounded in interpretivism and informed by teacher self-efficacy (TSE). Nine purposefully sampled EFAL teachers (four male and five female) were interviewed. Data were analysed using thematic analysis. The findings indicate that only two of the nine teachers employed ICT in online teaching and learning using social media platforms like WhatsApp and YouTube. Challenges such as the lack of teachers’ ICT knowledge and skill, lack of data bundles for internet connection and learners’ lack of digital devices emerged. The two teachers were unable to effectively provide online teaching to the learners due to a lack of adult support. It was concluded that only a few EFAL teachers were ready to apply ICT in their teaching on a permanent basis. This study recommends that in-service teachers’ training in the integration of ICT in the teaching and learning process is needed.

Attitudes on ICT Integration among SPAMAST Instructors in the New Normal

The study of attitudes on Information and Communication Technology (ICT) integration in the new normal was conducted at Southern Philippines Agri- Business and Marine and Aquatic School of Technology. Descriptive-research design was employed and a total enumeration of the respondents was used. Data were gathered with the used of adopted survey questionnaire and the data collected were subjected to statistical analysis using percentage, mean and frequency count.
 The result of the analysis revealed that most of the respondents are female. Moreover, the SPAMAST instructors had very high positive attitudes of integrating ICT in teaching. Therefore, they are willing to learn more about effective ICT integration approaches to teaching and learning. With regards to obstacles faced by the teachers, it was revealed that a minimal obstacles faced by the teachers after incorporating it in teaching. The effort when integrating ICT tools in teaching, network connectivity, ICT tools are changing too fast to be up -to date and students lack of ICT skills were the obstacles faced by the teachers in integrating ICT in teaching.

Changes in early career teachers’ technology use for teaching: The roles of teacher self-efficacy, ICT literacy, and experience during COVID-19 school closure

This study examines how early-career teachers' experience and perceived support during the pandemic affected their technology integration self-efficacy and their use of information and communication technology (ICT) after school closure. The results reveal that teachers' positive teaching experiences were associated with their technology integration self-efficacy and their self-reported changes in technology use after the school closure. The results show effects of ICT literacy and general teacher self-efficacy on technology integration self-efficacy. ICT literacy, teacher self-efficacy, and positive experience had indirect effects, whereas support and technology integration self-efficacy had direct effects on changes in teachers’ ICT use for teaching.

On Negative Consequences of Using ICT for Academic Purposes

The article analyzes the use of information and communication technologies (ICT) in virtual communication for academic purposes and its consequences. The relevance of the study is explained by frequently arising questions and disputes about the impact of ICT on academic processes: whether ICT are in all aspects favorable, or if virtual communication can provide obtaining the full extent of knowledge and skills and enhance successful interaction between the participants of the academic process. The aims of the research include studying the applicability of ICT in teaching and learning and their influence on the efficiency, on the participants and their relationships, as well as attracting public attention to the problem of possible future replacement of the teacher by ICT and the related dangers. The paper discusses the problems resulting from misinterpretation of the meaning of communication as term and as phenomenon, and drawbacks of introducing virtual communication in academic environment. The authors study practices of teacher-student interaction in the context of distance learning, analyze opinions by specialists from various academic backgrounds and compare practices and results of virtual communication between teachers and students in the academic process. Basing on the results of the research the authors conclude that total and thoughtless reliance on ICT and prevalence of virtual communication over real interaction (or a full replacement of the latter by the former) in academic processes leads to regress of students’ cognitive abilities and decreasing efficiency of social interaction.

Analysing Italian Inclusive Education Practices in Relation to Universal Design for Learning Principles.

This study aims to investigate how teaching practices in the Italian inclusive education system align with the principles of Universal Design for Learning (UDL), which is aimed at providing access to education for all students, including those with disabilities. In line with Article 2 of the Convention on the Rights of Persons with Disabilities (CRPD), which requires states to promote Universal Design (UD) in all aspects of life, including education, this research examines the extent to which the Italian education system meets this requirement. The study involved teachers who participated in a course on inclusive education. The research was conducted in three phases, including the introduction of UDL, identification of teachers' perceptions and initial reactions to UDL, compilation of a questionnaire related to UDL checkpoints, and a focus group discussion on teachers' attitudes towards UDL and the use of information and communication technologies (ICTs) in the classroom. The analysis focused on the first UDL principle, "Provide Multiple Means of Representation," which emphasizes the need to present information in an accessible way to learners with disabilities. The findings revealed that despite not having previous training on UDL, teachers in the Italian inclusive education system use ICTs in their daily teaching practices to make knowledge accessible, which is in line with the UDL principles. However, the study also highlighted a lack of awareness and reflection on the use of ICTs in teaching, suggesting the need for specific training to enhance inclusive practices. This study contributes to the ongoing dialogue on inclusive education in Italy and highlights the importance of promoting UD principles in education to ensure that all learners, regardless of their abilities, have equal access to education. Furthermore, it underscores the significance of providing adequate training and support to teachers to facilitate inclusive practices and improve learning outcomes for all students.

Role of ICT in Teaching and Learning with Reference to Indian Education System

The Learning system in India is in a period of transition, with significant changes and reforms taking place across the board. With the use of information and communication technologies, this is now achievable. In all spheres of life, information and communication technology (ICT) have become widespread. The usage of ICT has radically transformed the practices and procedures of practically all forms of business and governance over the last twenty-five years. Education is a very social activity, and great education has always been associated with strong teachers who have a lot of one-on-one time with students. ICT in education allows for more student-centered learning environments. However, with the world rapidly shifting toward digital media and information, the function of ICT in education is becoming increasingly important. ICT in education allows for more student-centered learning environments. However, as the world rapidly moves toward digital media and information, the role of ICT in education is growing in importance, and this importance will continue to increase and develop in the twenty-first century. This study provides a literature analysis on the use of ICTs in education, which will benefit us in understanding the ICT aids that can assist stakeholders in delivering high-quality education. This paper will assist us in comprehending the notion of information and communication technology (ICT) and how it can benefit the teaching and learning process

Development and validation of EDU-COV-NEE-NEAE questionnaire to measure educational response, ICT usage and impact of COVID-19 pandemic on students with special educational needs

The COVID-19 pandemic forced changes in the educational response, which involved the intensive use of Information and Communication Technology (ICT) skills, among other interventions. The circumstances required both families and teachers to make an extra effort to adapt to a reality that was expected to last for a long time. These changes had a special impact on students with Specific Needs of Educational Support (SNES) and Special Educational Needs (SEN). This study aimed to design and validate a questionnaire to assess the impact of the online training model used during the pandemic on teachers of students with SNES and SEN. We used qualitative, exploratory, and confirmatory factor analyses. The final 16-item scale was composed of three factors. Factor1, was labeled as “Educational Response.“, factor2 was labeled “ICT Usage and Online Teaching,” and Factor 3 was labeled “Impact.” The questionnaire demonstrated good validity and reliability. This short questionnaire is recommended for assessing or monitoring the impact of changes in educational interventions involving ICT competencies due to COVID-19. However, they can also be easily adapted to similar circumstances or educational settings.

The Dynamics of Access to ICT and Technology Practices of Secondary School Teachers

The COVID-19 pandemic highlighted the importance of access to Information and Communication Technology (ICT) for effective teaching and learning. Access to ICT is a complex and dynamic phenomenon that significantly impacts teachers' technology practices. There is a need for more extensive studies to explore the dynamics of access and teacher technology practices in various contexts. This study explored the influence of access on the technology practices of secondary school teachers in the Western Cape, South Africa. A qualitative online survey was used to explore the lived experiences of teachers during the COVID-19 pandemic. A diverse sample, in terms of gender, age, years of experience of teachers, and socio-economic status of schools, of 22 teachers voluntarily participated in the study. Van Dijk's cumulative model of access to ICT provided a useful lens to explore how and when the dimensions of access supported or hindered teachers' appropriation of ICT. This study found that most respondents were primarily exposed to traditional face-to-face teaching before March 2020. The suspension of in-school teaching, however, caused a dramatic shift in the way teachers interacted with technology, learning materials and learners. Three dimensions of digital inequality, associated with physical access, manifested in South Africa, namely the Virtual Classroom, WhatsApp, and Radio-Television groups. Most participants in this study returned to traditional teaching practices with increased use of technology when schools reopened again. The findings of this study suggest that access to technology is not a linear progression of successive stages that by default culminates in usage. This paper proposes a more holistic contextualised approach to access to create enabling environments for the use of ICT and empower teachers to use ICT in their teaching practices.

A Structural Relationship Model in the 21st Century Teaching and Learning of Filipino Teachers

Aims: To determine the best fit model of 21st century teaching and learning of Filipino teachers.
 Study Design: Quantitative non-experimental design.
 Place and Duration of Study: The study was conducted among teachers teaching Filipino subject in all public schools in Region 11.
 Methodology: The respondents were 400 Filipino teachers from public schools in Region 11, Southern Mindanao, Philippines. The respondents were chosen using stratified random sampling. The data were collected using google forms.
 Results: The overall results showed that the information and communication technology (ICT) integration in teachers' teaching, teachers' classroom management strategies, and teachers' professional identity as Filipino teachers have a significant influence on the teaching and learning of 21st century teachers. Among the five models, model 5 best fits the study.
 Conclusion: The use of the structural model strengthened this study because the analysis conformed to the sequential process of the specific model. The result showed that the level of integration of ICT in teaching, classroom management strategies, professional identity, and teaching and learning in the 21st century is high, and there is an indication that these variables are agreed upon in all opportunities for Filipino teachers in public secondary schools in Region XI. This is supported by Holistic Theory of Language Teaching of Richards at Rogers. Based on the results of the study, the researcher proposed the recommendation to continue and maintain the appreciation of the four variables of ICT integration in teaching, classroom management strategies, professional identity, and teaching and learning because they both gained the highest descriptive level.

Cognitive-motivational engagement in ICT mediates the effect of ICT use on academic achievements: Evidence from 52 countries

Despite huge investment of information and communication technology (ICT) in schools across the world, recent studies showed its non-positive association with academic achievement. While educators or policymakers may doubt the contribution of ICT in education, few studies examined the indirect effect of ICT use on academic achievement via ICT-related dispositions, such as students' perceived autonomy, competence, and interest in ICT (cognitive-motivational engagement in ICT). Guided by self-determination theory (SDT) and related literature, we hypothesized a three-level structural equation model to examine the interplay between ICT use, cognitive-motivational engagement in ICT, and academic achievement based on 15-year-old secondary students from 52 countries in the PISA 2018. The results showed cognitive-motivational engagement in ICT exerted a positive mediating effect between ICT use and academic achievement at the student and school levels, indicating ICT use exerted an indirect positive effect on academic achievement, and satisfaction of students' basic psychological needs in a specific area such as ICT is likely to promote their optimal functioning in other areas such as learning. Hence, students should be provided more opportunities to orchestrate technologies in formal and informal contexts helps develop their self-determination, discernment, and self-regulation in ICT use, and thereby creating the conditions in which better learning outcomes are more likely to occur. These findings also deepen our understanding of SDT and provide a guiding framework for educators to design pedagogies that can better address students’ ICT-related psychological needs. Finally, this study shows that a quadratic term should be modeled when examining the relationship between ICT use and academic achievement.

Towards more sustainable higher education institutions: Implementing the sustainable development goals and embedding sustainability into the information and computer technology curricula

Lately, there has been a rising trend towards integrating sustainability issues and implementing sustainable development (SD) goals into higher education, especially in the Information and Communication Technology (ICT) field. This paper presents the challenges of the introduction of education for sustainability in higher education institutions, analyzes how these challenges could be addressed, and records the essential principles that can guide the incorporation of SD education in higher education. At the same time, this paper advocates the concept of sustainability integration into undergraduate ICT curricula and provides indications for developing ICT curricula that integrate sustainability issues. This paper also examines the contribution of education to the environmental awareness of the students at a Greek University while it captures their perceptions regarding the necessity for the inclusion of sustainability in the ICT curricula. The results are based on the processing of two questionnaires (pre-test and post-test data) distributed during two lectures regarding sustainability at a two-week interval. The findings of the study prove that the direct effect of the educational intervention on the intention of the students to engage in sustainability is significant. Furthermore, it is observed that students show a positive attitude towards integrating sustainability issues into their ICT education. In addition, although students had a deficient level of understanding of the concept of SD goals before the intervention, they showed a significant increment in their previous knowledge regarding sustainability and the environmental impact of ICT studies. The research also reveals that the students are not satisfied with the engagement of the university towards sustainability, and they propose various awareness activities to support their engagement with sustainability issues in an inclusive manner.

Integration of information and communication technologies in management education: a path for success

We are in VUCA environment, a highly competitive environment, with distributed access to resources. The talented HR can give requisite which could provide the requisite cutting edge services to organizations to flourish. This calls for producing business management graduates who could efficiently handle the next century challenges. To achieve this, revolutionary pedagogical changes have to be made in terms of ICT (Information and Communications Technology) that would come in handy for improving the quality of imparting of management education in general and learning in particular. Many surveys conducted by industry associations like FICCI, CII and Aspiring Minds has pointed out that employability of business management graduates is the major issue. Hence any initiative, such as ICT as a pedagogical change will go a long way in solving this problem apart from enabling the youngsters to contribute to the Gross Domestic product (GDP). This paper aims at examining the role of ICT in improving the quality of management education. It further explores to find whether ICT enabled education enhances the learning experience and provides new skill sets to the students. Design /methodology – This study critically examines the role of ICT in Management education which is based on literature and document review. It has covered educational reports, empirical and theoretical research and various articles. Originality/Value- This is mainly an analytical study by exploring the secondary sources and reviewing documents including the experience of few institutes in the field of management education to make out a case for effective use of ICT.

Information and Communication Technologies in Primary Education: Teachers’ Perceptions in Greece

Innovative learning methods including the increasing use of Information and Communication Technologies (ICT) applications are transforming the contemporary educational process. Teachers’ perceptions of ICT, self-efficacy on computers and demographics are some of the factors that have been found to impact the use of ICT in the educational process. The aim of the present research is to analyze the perceptions of primary school teachers about ICT and how they affect their use in the educational process, through the case of Greece. To do so, primary research was carried out. Data from 285 valid questionnaires were statistically analyzed using descriptive statistics, principal components analysis, correlation and regression analysis. The main results were in accordance with the relevant literature, indicating the impact of teachers’ self-efficacy, perceptions and demographics on ICT use in the educational process. These results provide useful insights for the achievement of a successful implementation of ICT in education.

Meningkatkan Efektivitas Pendidikan Pertanian Melalui Pemanfaatan Teknologi Informasi dan Komunikasi (TIK)

The use of Information and Communication Technology (ICT) in agricultural education in developing countries has become very important in improving the quality and productivity of agriculture, as well as addressing the problems faced by farmers in developing countries. The aim of this research is to describe the experience of using ICT in agricultural education in developing countries, as well as to identify the advantages and disadvantages of using ICT. The method used in this study is a literature review by collecting data from various sources such as articles, books, and research reports. The results of the study show that the use of ICT in agricultural education in developing countries has been done in various ways, such as the development of agricultural applications, distance learning, and the use of simulation software. Although there are some obstacles such as limited access and dependence on technology, the use of ICT in agricultural education in developing countries can provide advantages in improving the effectiveness and efficiency of learning, as well as expanding social networks and collaboration among students. However, to optimize the advantages and overcome the limitations of using ICT in agricultural education in developing countries, cooperation between the government, educational institutions, and technology industry is needed in building adequate ICT infrastructure, providing affordable ICT access, as well as providing training and technical support for ICT users in agricultural education.

Embracing ICT in academia: adopting and adapting to the new normal pedagogy

Purpose The use of information and communication technology (ICT) has been improving in education and constantly evolving; however, the recent pandemic has catapulted it. Digital transformation of academia through online teaching demands new pedagogies to be adopted by faculty members. Academia embraces technological advancements in teaching-learning to ensure growth, development and sustainability. This paper aims to gain insights regarding the current status of literature, critical contributing authors, countries, areas, overall trends and future direction for research. Design/methodology/approach The bibliometric data was collected from two of the most widely referred databases: Scopus and Web of Science(WoS); tools like vosViewer and map builder were used for analysis. Short empirical evidence is added to the study to understand faculty members' current adoption of new pedagogical approaches in some prominent higher educational institutions. Findings Because of the corona pandemic, there is substantial digital transformation in the teaching-learning process. Therefore, it is essential to comprehend what faculty members can adopt critical pedagogies. Understanding the importance of pedagogy in learning outcomes, this study has attempted to synthesize available literature on ICT, pedagogy and higher education in the 21st century. Originality/value The study outlined flipped and blended learning as two teaching methods developed due to ICT integration in the classroom. Bibliometric insights from the study build the groundwork for academic advancement to remote online education. This is an attempt to corroborate such insights.

Impact of classroom environment, teacher competency, information and communication technology resources, and university facilities on student engagement and academic performance

The objective of this research was to determine the impact of classroom environment, teacher competency, information and communication technology (ICT) resources, and university facilities on academic performance and student engagement at higher education institutions (HEIs). This paper also aimed to contribute to the literature by verifying the mediating effect of student engagement between the selected factors and academic performance. A survey tool was used to gather the data from 314 students in United Arab Emirates. During the phase of data analysis, AMOS Version 21 was utilized to test the proposed hypotheses and validate the research tool. The results supported the notion that teacher competency and ICT resources have positive effects on both academic performance and student engagement. Furthermore, classroom environment and university facilities were found as significant predictors of both academic performance and engagement. Finally, the results showed that student engagement mediates the relationship between the stated factors and academic performance.

Level of teachers’ information and communication technology (ICT) integration in teaching and learning English

This study highlighted the level of teachers’ ICT integration in teaching and learning English. This determined the English teachers’ attitude towards ICT integration. The study was anchored on Davis’s Technology Acceptance Model which originated from Ajzen & Fishbein’s Theory of Reasoned Action. Moreover, the descriptive research method was used in this study, involving a purposive random sampling method in obtaining data from respondents. Teachers were profiled, details and results were enumerated. Several findings were made about the English teachers, that there is no significant difference in the ICT integration in teaching and learning when grouped according to their highest educational attainment; there is no significant difference in the ICT integration in teaching and learning when grouped according to teachers’ seminars/trainings in ICT; there is no significant difference in the ICT integration in teaching and learning when grouped according to perceived usefulness of ICT in teaching and learning; and the perceived usefulness and perceived ease of use highly influenced the teacher-respondents’ actual usage of ICT. English teachers’ level of ICT integration in teaching and learning is fair or below satisfactory. Recommendations included school administrators, teachers, and future researchers, to support the integration of ICT in the teaching and learning process, create more opportunities for students to experience impactful learning with ICT, so that these interventions may further substantiate the contribution of ICT in the field of education, especially in English language teaching and learning. Further research anticipated to be undertaken leveling up to more focused tasks on ICT-centered activities.

Development of web-based digital libraries as learning resource facilities in elementary schools

The development of Information and Communication Technology (ICT) has greatly influenced the world of education. One of the benefits of using ICT in education is that it makes it easier to find learning resources that it’s used in the learning process is the school library through digital libraries. The schools should develop digital libraries with facilities adequately. This study aimed to develop prototypes of web-based digital library products suitable as learning resources at public elementary school. The type of research used was research and development (R&D) using the PPE (Planning, Production, and Evaluation) model, carried out at SDN Sindang III, Majalengka Regency. The subjects in this study were the school principal, ten teachers, and 43 students. The research instrument used observation, interview, and product validation sheets. Research data were analyzed qualitatively and quantitatively. The results of this research and development are web-based digital library products containing various textbooks adapted to the school curriculum, consist of 2013 curriculum books, Kurikulum Merdeka’s, numeracy literacy modules, children's story books, learning videos, and teacher-supporting books. The product validation by three experts and two practitioners using the DigiQUAL instrument, which consists of seven aspects, an average score of 4.4 is obtained, which is in the excellent category. Conclusion this study is innovation web-based digital library product can be a learning resource at SDN Sindang III, Majalengka Regency.