Information And Communication Technology In Schools Research Articles

Information Communication Technology (ICT) Integration in Teaching and Learning in Selected Rural Secondary School in Burera District, Rwanda

Studies conducted on the use of information and communication technology (ICT) in education posit its importance in all life domains, without exception to education. ICT has been a vehicle for aspiration, innovation, and quality academic achievement. This paper aimed to investigate the use of information and communication technology in the teaching and learning process at Ecole Secondaire Kagogo in Burera District, Rwanda. The study had two objectives: (1) to assess the benefits of using ICT in rural secondary schools, and (2) to examine the challenges preventing effective ICT integration in secondary schools. The study is descriptive, adopting a mixed-methods approach. Guided by the Diffusion of Innovations Theory (DOI), the study involved a population of 114 participants with a purposive sample size of 52 respondents. Data were collected through a questionnaire and interviews with teachers and school leaders. Findings revealed that ICT enables teachers to share assessments with students and deliver the lessons; helps learners engage in peer assessments and independent learning; and that school leaders use ICT to share resources. Reports identified inadequate infrastructure and a lack of professional development as barriers to the effective integration of ICT into schools. It was recommended that the required facilities, resources, and ICT gadgets be supplied for rural secondary schools so they would not still lag behind in the use of ICT in teaching and learning.

Determining the factors affecting the ICT use of Turkish students attending PISA-2018: Multilevel profile analysis approach

AbstractThis study aims to classify student profiles based on the type and frequency of Information and Communication Technologies (ICT) usage. Each profile exhibits homogeneous characteristics and heterogeneous characteristics compared to other groups. Additionally, the study investigates whether covariates at the school and student levels create differences in these profiles. For this purpose, a mixed-method analysis (Latent Profile Analysis (LPA), Multi-level Latent Profile Analysis (MLPA) and Multi-level Logistic Regression Analysis (MLRA)) were used to identify ICT usage profiles. The study analysed data from 6,890 Turkish students across 186 schools participating in PISA 2018 (Program for International Student Assessment), revealing three distinct ICT usage profiles: Profile-1 (Low-Level ICT Users (19.06%)), Profile-2 (Intermediate-Level ICT Users (71.10%)), and Profile-3 (Advanced-Level ICT Users (9.84%)). The MLRA showed that students with low ICT usage have less access to ICT resources. Students in the Low-Level ICT Users profile also had lower scores on ICT-related motivation factors (interest, competence, social interaction, and autonomy). No significant effect of ICT usage on mathematics, reading, and science scores was observed. Variance differences at student and school levels could not be fully explained by covariates at the school level (type of school, ratio of computers connected to the internet per student, lack of educational materials and personnel). However, the ratio of computers per student effectively explained these differences. According to an MLPA, schools were categorised into two groups based on ICT resources: 'high' and 'low'. In schools with high ICT resources, the proportion of students in Profile-2 was found to be 45.8%, while those in Profile-3 accounted for 9%. In contrast, in schools with low ICT resources, the percentage of students in Profile-2 was 22.45%, and in Profile-3, it was 1.82%. These findings indicate that the level of a school's ICT resources significantly impacts students' technology usage skills. A significant finding of the research is that most Turkish students use ICT at an intermediate level at home for school lessons. The COVID-19 pandemic has further increased the importance of studying at home using ICT resources.

Adoption Of ICT By Basic Education Teachers: A Systematic Review

The current study seeks to explore the current situation of the adoption of Information and Communication Technologies (ICT) in basic education schools, specifically at the primary level. For this purpose, a systematic review of scientific articles related to the topic published in 2023 was carried out. Three databases were used to find the articles (Scielo, Scopus, ScienceDirect), of which, of the 1169 articles found, 18 were chosen for analysis. examination. The results were obtained that the use of ICT in primary school has mixed effects on academic performance. Its adoption requires conditions such as equity in access to devices and the Internet, development of teaching and student digital skills, curricular adaptations and adequate infrastructure. Otherwise, instead of supporting learning, poor implementation can frustrate the educational community.

Implementation of 21st Century Learning through the Development of ICT-Assisted Learning Media in Elementary School

This research is motivated by the lack of available learning media for integrated thematic learning in Theme 6: Heat and Its Transfer, based on ICT (Information and Communication Technology) in schools. One of the ICT-based media is Articulate Storyline 3, designed to be as attractive as possible by incorporating audio, images, videos, games, and quizzes, aiming to motivate and actively engage students in learning. This research is a development research (R&D) using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation.
 The results of this research obtained an average validation score of 94.9% with a valid category. The teacher's questionnaire response obtained a score of 93.75% with a highly practical category, while the student's questionnaire response at SDN 07 Pasar Salido obtained a score of 97.92% with a highly practical category. The student's questionnaire response on the media deployment at SDN 22 Kampung Luar Salido obtained a score of 94.79% with a highly practical category. The effectiveness of the learning media at SDN 22 Kampung Luar Salido, based on the percentage of improvement in student learning outcomes, showed an average increase. In the 4th lesson at SDN 22 Kampung Luar Salido, it was 95% with a highly effective category, while in the 5th lesson at SDN 22 Kampung Luar Salido, it was 90% with a highly effective category. Thus, it can be concluded that Articulate Storyline 3 media is deemed suitable for use in teaching and learning.

Examining ICT attitudes, use and support in blended learning settings for students’ reading performance: Approaches of artificial intelligence and multilevel model

The increasing importance of learning context digitalization has necessitated investigations into the effects of information and communication technology (ICT)-related factors in blended learning settings on students' reading performance. Using data from 32 Organization for Economic Co-operation and Development countries from the latest cycle of the Programme for International Student Assessment (PISA) 2018 reading dataset, this study combines an artificial intelligence (AI) algorithm and hierarchical linear modeling (HLM) to examine the effects of student-level and school-level ICT-related factors in the blended learning setting on students' reading performance. Results show that students' perceived autonomy and competence in ICT, preference for different reading formats, quality of school ICT resources and school ICT use policies are positively related to reading performance, whereas school ICT use support for teachers and the teaching of ICT skills are negatively related to students' reading scores. The quadratic effects of students' interests in ICT, family and school ICT resources, and ICT uses are identified, showing an inverted U-shaped trend. The possible linear and quadratic moderation effects of school-level ICT-related features are also investigated. This study invites consideration of a combination of analytical methods for a comprehensive exploration of reading education and sheds light on how the delicate association of multilevel ICT factors in blended learning settings can contribute to the improvement of reading education. Instructors in blended learning settings should effectively integrate technology and appropriately apply pedagogies, and the design of blended learning should be sustainable and learner-friendly to exploit students’ learning potential.

ICT Application as A Supervisory Tool for Effective Instructional Delivery Approach for Secondary Schools in Kwara State

Information and communication technology (ICT) has become an integral part of modern society, and its applications are not limited to the business and industry sectors alone. The effective use of ICT in schools depends on the availability of appropriate infrastructure and resources. The current research aims to examine the extent to which ICT tools enhance the effectiveness of instructional delivery in secondary schools in Kwara State. This study used a survey research method to conduct a systematic inquiry into a subject. Five research questions will guide the study using qualitative data collection methods. The study will be conducted in three randomly selected secondary schools in Kwara State with a sample of 150 teachers and 60 school leaders participating. The questionnaire used was titled ICT Applications as supervisory tools for effective instructional delivery. The qualitative data will be collected through in-depth interviews with 150 teachers and 60 school administrators in the selected schools. The findings advocate that ICTs have the potential to improve the quality of education and enhance the learning experiences of students. The study also highlights the challenges that teachers face in the use of ICT and the need for the government and other stakeholders to address these challenges to ensure the effective use of ICTs in education.

Distance learning in the wake of COVID-19 in Morocco

The integration of information and communication technologies (ICT) has been one of the priorities of the Moroccan education system that date back to pre-COVID-19 period. Since 1999, the National Charter for Education and Training has accorded great importance to distance education (DE) and learning. Several programmes and initiatives (such as GENIE, NAFIDA, Telmidtice, Lycée Attahadi, …) were launched and funded by the government to promote the use of ICT in schools. With the outbreak of COVID-19, the shift to distance education was mandated to ensure pedagogical continuity. In the current study, a mixed-method research approach was used to assess the extent to which the adoption of distance learning in public educational institutions can ensure pedagogical continuity in Morocco during the outbreak period started from April to June 2020. The Analysis of the data collected from the quantitative study showed that the COVID-19 pandemic, DE was used occasionally due to the lack of technological equipment or knowledge and expertise to use it. During the COVID-19 crisis, 1teachers resorted to self-training and used available social media tools to support learners by sharing various resources with them. In addition, the data collected from the participatory observation of two virtual classes on the «Zoom» and «Teams » platforms showed that the use of videoconferencing in Morocco contributed, even partially, to solving the problem of pedagogical continuity. The experience of lessons broadcast in synchronous mode showed promising results at the technical level in terms of student participation and interactivity, resource sharing and transfer and a favorable classroom climate. However, there is still a lot of work to be done at the pedagogical and didactic level to better exploit the potential of this technology. On the other hand, the Ministry of Education is expected to make a huge effort to guarantee equal access to technology and the internet in order to ensure equitable education, especially in rural areas.

Maintenance and Support System for Information and Communication Technology (ICT) Resources

The lack of technical support and maintenance impedes to the utilization of ICT resources in schools. As part of the government’s commitment to achieve the goals embedded in the country’s vision 2020, a number of schools have been beneficiaries of ICT facilities like computers, printers, laptops, LCD projectors, and speakers through the Department of Education Computerization Program (DCP). This descriptive-correlational research study assesses the status of the maintenance and support system of ICT resources in public elementary schools in the District of San Jose, Northern Samar, Philippines. Results revealed that school heads, ICT coordinators, and teachers were least satisfied of ICT maintenance procedure. In the same manner that the school heads, ICT coordinators and teachers support system were moderately satisfactory. There were significant differences in the maintenance procedures among the respondents particularly in replacing or repairing the faulty components and upgrading hardware and software. This concludes varied ways in which the respondents respond to the maintenance of faulty components and upgrading the hardware and software. Furthermore, difference on the technical support workload and technology integration among the three groups of respondents appeared to vary in terms of support system. The finding singles out the varied compliance of the respondents in technical support and technology integration.

Adoption of Information and Communication Technology in Teaching and Learning in Secondary Schools in Nairobi County, Kenya

Purpose: The purpose of this study was to determine the adoption of information and communication technology (ICT) in teaching and learning in secondary schools in Nairobi County, Kenya. Specifically, the study aimed to evaluate the ICT adoption level, examine the teachers' training in the use of ICT, determine the ICT infrastructural capacity, and find out the teachers' perception of adopting ICT in public secondary schools in Nairobi County.
 Methodology: The study adopted a descriptive survey design. The target population comprised 475 teachers and 19 principals in secondary schools in Kasarani and Westland's sub-counties, which were randomly sampled. The sample comprised 164 teachers and 19 principals from 19 secondary schools drawn from the chosen sub-counties. Statistical Package for Social Sciences (SPSS version 25.0) was used to analyze quantitative data. Qualitative data were grouped into themes and analyzed thematically.
 Findings: The study found that secondary schools needed to be aware of the advantages of ICT tools to boost learning. Regarding ICT infrastructure, most schools examined had very few computers, which exacerbates the problem considering that most schools in these two sub-counties were county schools. According to the findings, most teachers and students needed easy access to computers for teaching and learning. Furthermore, the study revealed that most secondary school teachers had a positive attitude toward using ICT in teaching and learning. The study found that teachers supported the need for students to use ICT as a tool for practice and learning.
 Unique Contribution to Theory, Practice and Policy: The research indicated that appropriate administrative practices by school heads, teacher attitude, and the degree of teachers' ICT knowledge and abilities all significantly impacted the use of ICT in teaching and learning. The study recommends that secondary schools engage in technology education and training, and that the government and other education stakeholders support regular teacher ICT training to modify their view of using ICT tools in secondary school for teaching and learning. This study may be helpful for both the county and national governments in supporting secondary schools in terms of ICT.

Information and Communication Technology in Brazilian Public Schools: A Sustainable Legacy of the Pandemic?

The present study aimed to analyze the sustainability of the post-COVID-19 pandemic Information and Communication Technology (ICT) legacy. The survey was conducted using raw secondary data from three census studies, one carried out before the pandemic and two after the return to in-person classes. The descriptive survey focused on Brazilian public schools and used a comparative intersectional design. Descriptive statistics were used to analyze the raw data. The poorest conditions in terms of the availability of technological resources were found in municipal public school systems. The amount of equipment available, bandwidth, and Internet data transmission rate in most public schools were far below desirable, despite advances in 2021 compared to 2019. Although there have been important improvements in ICT in Brazilian public schools, there was no evidence of inherited ICT resources as a legacy of the Government’s COVID-19 policies related to education. The study highlights the need for government to implement enduring public policies that guarantee the use of sustainable ICT resources to improve education, irrespective of global or national health challenges.

Exploring the influence of technostress creators on in‐service teachers' attitudes toward ICT and ICT adoption intentions

AbstractTechnostress is an undesired consequence of information and communication technology (ICT) use and might negatively affect teachers. However, there is a lack of empirical research exploring the influences of technostress creators on teachers' ICT use. This study aims to bridge this gap by exploring the structural relationship among five technostress creators (ie, techno‐complexity, techno‐overload, techno‐invasion, techno‐insecurity, and techno‐uncertainty), teachers' attitudes toward ICT, and their ICT adoption intentions. The research model was developed based on existing literature and tested using structural equation modelling. Data were collected from 289 teachers from six public elementary and secondary schools in China. The results indicate that: (a) teachers' attitude toward ICT has a significant positive effect on their ICT adoption intentions; (b) techno‐insecurity and techno‐complexity have significant negative effects on teachers' attitude toward ICT and ICT adoption intentions, respectively; (c) techno‐invasion and techno‐overload have significant positive effects on teachers' attitude toward ICT and their ICT adoption intentions, respectively; (d) techno‐uncertainty has a significant positive effect on both teachers' attitude toward ICT and their ICT adoption intentions; (e) compared to younger teachers, the attitude of teachers aged 45 and above toward ICT are more negatively affected by techno‐insecurity. Implications for the management of technostress creators are discussed. Practitioner notesWhat is already known about this topic Technostress negatively influences teachers' acceptance and adoption intention of ICT. The influences of specific technostress creators may differ. There is a lack of empirical research exploring the exact influences of technostress creators on teachers' ICT use. What the paper adds Techno‐insecurity and techno‐complexity negatively affect teachers' attitudes toward ICT and ICT adoption intentions, respectively. Techno‐invasion and techno‐overload positively affect teachers' attitudes toward ICT and their ICT adoption intentions, respectively. Techno‐uncertainty significantly positively affects teachers' attitudes toward ICT and ICT adoption intentions. The attitude of teachers aged 45 and above toward ICT is more negatively affected by techno‐insecurity. Implications for practice and/or policy Schools should provide adequate end‐user training, a friendly technical help desk, and teacher‐oriented psychological counselling programs concerning technostress to mitigate teachers' techno‐complexity and techno‐insecurity. School administrators should take measures, such as providing timely upgrades and continuous maintenance services, to ensure the reliability and accessibility of technologies. It is necessary for school ICT support staff to guide teachers, especially teachers aged 45 and above, to take positive coping strategies, such as venting, seeking social support and engaging in technical training, to deal with techno‐insecurity.

Investigating the Barriers of ICT use in Teaching and Learning at Public Schools in South Africa

Information and Communication Technology (ICT) has reshaped the field of pedagogy in many different ways. The increasing use of ICT tools in teaching and learning cannot be overlooked. Learners who are abreast with technology are independent and relieve overreliance on educators regardless of the geographical distance. ICT is important within the education sector as a means of enhancing the process of teaching and learning in a classroom. Despite the value of effective use of ICT tools, the South African government, having designed the curriculum to support effective ICT use in teaching and learning, and to some extent having provided ICT tools in public schools, there are still challenges in the effective adoption of ICT tools in teaching and learning. The purpose of this study is to investigate the barriers of ICT tools use in teaching and learning and propose guidelines in teaching and learning at public schools. The study used a mixed-method and data was collected from public school teachers through a questionnaire composed of both qualitative and quantitative variables. To gain further insight, educationalists were also interviewed. It was discovered that there are multiple challenges that hinder the adoption of ICT in public schools. Key challenges identified in the study include a lack of ICT relevant skills, lack of ICT infrastructure, poor IT support, lack of efficacy from the level of teachers, and attitude were amongst many other influencers to non compliance. The study recommends that the government adopt an ICT framework that will advocate for unison in ICT policy from all walks of government (district, provincial, and national) and also mandate and incentivize use of ICT by teachers in teaching and learning.

Effects of the use of ICT in schools on students’ science higher-order thinking skills: comparative study of China and Finland

ABSTRACT Information and communications technology (ICT) is now widely used in education. However, the effect of ICT on the development of students’ scientific higher-order thinking skills (S-HOTS) is a controversial issue in science education research. This has attracted significant attention from researchers worldwide in the field of educational technology. Purpose In this study, a novel framework for students’ S-HOTS is proposed based on Marzano’s new taxonomy to determine the impact of ICT on S-HOTS. And exploring the difference in the impact of ICT on S-HOTS in two different countries. Sample The data for this study were obtained from the Science Assessment and ICT Familiarity Questionnaire of the PISA 2015 survey for Finnish and Chinese students. This survey measures the differences in economic and educational levels and literacy in each country and tests the knowledge and skills necessary for life in reading, mathematics, and science for students (15 years old), through a detailed pre-testing country field study to make the results comparable across countries. Design and methods We used the Delphi methodology to determine the framework of S-HOTS and a regression analysis to analyse the effects of ICT on students’ S-HOTS. Results The results demonstrate how the availability, use frequency and use time of ICT affect S-HOTS. Furthermore, we compared the results between China (9841 students) and Finland (2538 students), and these findings demonstrated that ICT use at school has a negative effect on S-HOTS, especially ICT use time in school. We also found that using an interactive whiteboard positively and significantly affects S-HOTS. Conclusion The results suggest that the effect of ICT use on S-HOTS in school depends on the ICT method combined with the learning process. Consequently, the use of ICT in schools should be viewed dialectically to promote students’ S-HOTS.

Computational thinking in the Ethiopian secondary school ICT curriculum

ABSTRACT Background and Context Computational thinking (CT) is one of the 21st century skills required of graduates joining the workforce. Hence, countries have begun to incorporate CT into their curricula. Objective There is, however, a dearth of research coming from Africa showing the extent of CT’s integration in the science, technology, engineering, and mathematics (STEM) curriculum. The main objective of this study was to assess the extent to which CT was integrated into Ethiopia’s secondary school (Grades 9–12) information and communication technology (ICT) curriculum. Method The Ethiopian secondary school (ESS) ICT curriculum, as portrayed in the syllabi, textbooks, and teaching guides, served as the data source for the study. The data were then subjected to qualitative thematic analysis in the Atlas.ti environment. Findings Despite the emphasis on ICT literacy, the analysis revealed that CT was incorporated into the curriculum through the use of Logo, Excel, and multimedia projects. The integration could not however be described as “systematic”. Implications The research could provide practitioners and policymakers with evidence to chart a path for the planned integration of CT into the ESS ICT curriculum. Similar studies from K-12 to higher education levels could also benefit from the research.

Analysis of ICT Implementation in Teaching and Learning using Analytic Hierarchy Process (AHP): A Comparison of Rural and Urban Areas in Kedah

Nowadays, digital technology has been increasingly ubiquitous, particularly in teaching pedagogy. Digital technology-based teaching has the potential to significantly increase the students’ learning outcomes as well as their critical thinking and problem-solving skills. As a result, the Ministry of Education has initiated, supported, and promoted the incorporation of information and communications technology (ICT) into educational policy, as well as infusing classrooms with digital learning tools and resources. The Ministry of Education believes that implementing ICT into teaching and learning processes could assist and improve educational standards. However, due to some barriers, ICT integration in teaching has not yet been effectively adopted in Malaysia’s secondary schools. The aim of this study was to analyze and rank the factors that impede the implementation of ICT in urban and rural secondary schools using the analytic hierarchy process (AHP) approach. A t-test analysis is also carried out to determine the significant difference between factors from both urban and rural areas. The finding shows that there is no significant difference between factors from areas. The new mean values have been computed for each factor in order to determine the new ranking for each factor. The workload, lack of accessibility and network connection, and lack of support assistance are the top three factors that impede the ICT adoption in secondary schools in Kedah according to the new mean values obtained. In contrast, a lack of confidence has the least impact factor in this issue, accounting for only 3.5% of the total.

Understanding’s barriers of implementing ICTs in Moroccan High Schools from teachers’ perspectives

Today, the enormous progress in Information and Communication Technologies (ICTs) has encouraged many countries to take advantage of ICTs in education. Morocco is not in isolation from this. Yet, the progress has often been insufficient. There is still a substantial gap concerning the availability of ICTs and their implementation methods in the Moroccan High schools, resulting in several thoughtful questions being raised for decision-makers and teachers equally. One of the main questions is what factors affect the successful implementation of ICTs in Moroccan High schools? Hence, the prominence of this paper is to find the answer to this question and other related questions from teachers’ perspectives. This study uses both qualitative and quantitative stances. A closed questionnaire was used to collect data from (134) Moroccan high school teachers, and semi-structured interviews were conducted with (20) other teachers. Generally, the results showed that ICTs were a vital device in improving teaching and learning outcomes. However, lack of resources, ICT skills among teachers, the insufficiency in ICT training, and deficiency of clear ICT policies, among other influences, were some challenges that affect the implementation of ICTs in Moroccan high schools.

IWB integration in the school subject Science

This study investigates the integration of the interactive whiteboard (IWB) into Science teaching during the primary educational cycle and teachers’ perceptions about the use of the information and communication technology (ICT) in the school subject Science. An online questionnaire was distributed to Croatian schools in 2015/2016. A total of 104 teachers expressed their perceptions, 65 of them were from schools without an IWB, while the remaining 39 responded to our online questionnaire from schools with an implemented IWB. The results indicate the higher usage of ICT in schools with an IWB compared to schools without an IWB. Teachers use IWBs and computers mostly once or twice per week and DVDs once per week. Additional results pointed to the positive teachers’ perceptions on technology in linking student motivation to outcome levels in science. The findings reveal the constant education focused on IWB integration, and internet and technical support as a starting point for an innovative practice in science. Future studies are directed to the investigation of the use of technology in all schools in the Republic of Croatia.

Taming Educators’ Tech Beliefs

Forty years of empirical research on the use of ICT (Information and Communication Technologies) in schools has repeatedly shown that ICT is by no means “wild” and “threatening”, but rather largely ineffective. Therefore, I argue that the “wildness” of ICT in schools is primarily a matter of impactful teachers’ beliefs. I analyse some elements of these beliefs and suggest that its them that need “taming”. On this basis I propose that they can be tamed by becoming closely familiar with their content and structures, by professionalising them based on research and thirdly by reframing the use of ICT in school as a question of enabling participation in a world that is changing through digital transformation.

Predictors of Behavioural Intentions of Teachers to Adopt and Use Information and Communication Technologies in Secondary Schools in Zimbabwe

The use of information and communication technologies (ICTs) also known as educational technology in the teaching and learning context, has become a new normal in all sectors of education world-wide. The most important driver of the use of ICT in education has been the rapid advances in technology and to some extent, natural disasters such as COVID-19 that has affected access to education across all sectors of the education system. As a result, it has become very important that teachers in secondary schools adopt ICT for their teaching. This study therefore seeks to establish factors influencing the behavioural intentions of secondary school teachers to adopt ICT in Zimbabwe. A sample of 251 teachers were selected using stratified random sampling strategy from 10 secondary schools to participate in the study. A structured questionnaire adapted from the Oscarson Scale for Measuring Adoption-proneness (OSMA) was used for data collection. Results of the study showed that the use of technology in teaching, professional development, attitudes toward ICT, gender and ICT support services have a significant influence on the behavioural intentions of secondary school teachers to adopt ICT. A number of challenges that affected the adoption of ICT in secondary schools were also identified. The study has implications on both policy and practice with regard to the adoption of ICT in secondary schools.

Effectiveness of Introductory Information and Communication Technology Module and its Implication on Academic Performance: A Study on Medical Entrants

Literacy in Information and Communication Technology (ICT) is vital in current medical education and practice to; better prepare future physicians for the changing behaviours of the patients and diseases, improve the quality of interventions and health care delivery, find information and change medical teaching practices. A descriptive study was designed to evaluate the effectiveness of the introductory ICT course and find out the factors affecting ICT literacy in medical entrants. A self-administered questionnaire was administered after receiving the informed consent of the students of the first and second batches of Faculty of Medicine, Wayamba University of Sri Lanka. ICT literacy was evaluated by administering a theory and practical based examination. A pre-course examination was held to a selected sub-sample in order to evaluate the effectiveness of the introductory course. Out of the consented students (n=126), 71.4% were females. All the students owned at least one IT equipment and browsed the internet daily. Having school ICT facility (p=0.001) and parental knowledge on ICT (p=0.04) have affected to the ICT literacy of the students while the external courses have not affected at all. The interaction between ICT evaluation marks and academic results are strongly significant. There was a significant improvement in ICT literacy of the students after conducting an introductory ICT course (p=0.001). It is required to increase ICT facilities at school levels and improve the quality of the introductory ICT courses in order to create skillful professionals who can challenge the changing behaviours of the future world.
 Keywords: Medical Entrants, Information and Communication Technology, Introductory Course, Medical Education